=====================================================================
====
#212
Date: Thu, 1 Feb 1996 09:06:00 -0500
From: "Michael J. Ludwig"
Subject: Re: 1st, 2nd, & 3rd worlds
Colleagues and Friends,
The question and resultant discussion re: 1st, 2nd, & 3rd world countries
seems to beg a number of important questions and suggests "developed" be
defined in terms of militaristic, imperialistic, paternalistic qualities of
countries such as the USA and former USSR. Is this really the definition of
development that
we want to focus on? What does the classification of countries into these
categories suggest or imply regarding foreign policy? Let's not return to
the days of "the white man's burden."
Michael Ludwig
++++++++++++++++++++++++++++++++++++++++++++++++
Michael J. Ludwig | mjludwig@gsvms2.cc.gasou.edu
Georgia Southern University | mjludwig@gsaix2.cc.gasou.edu
Landrum Box 8075 | (912)871-1552 (voice)
Statesboro, GA 30460-8075 | (912)681-5266 (secretary)
(912) 681-0721 (FAX) | (912)764-4211 (home)
++++++++++++++++++++++++++++++++++++++++++++++++
"Choice is illusory to the degree it represents the
expectations of others." -Paulo Freire
=====================================================================
====
#213
Date: Thu, 1 Feb 1996 09:10:00 EST
From: Isabel Burk
Subject: budget info
ACA GOV'T RELATIONS UPDATE for the Week of 1/29/96
THE BUDGET BATTLE: EDUCATION UNDER THE GUN (STILL)
The latest budget truce has kept the government running until March
15, but it also has put Federal education funding under the gun.
Unless there is a significant public outcry over the next 7 weeks,
Federal support for elementary and secondary education is likely to
be the principal victim of the budget battle.
The new continuing resolution funds education programs at a reduced
level according to a formula which, if extended after March 15 to
cover the remainder of the fiscal year, would represent a total cut
of $3.1 billion in education funding--the largest cut in Federal
aid to education in history. It is imperative, therefore, that we
work over the next 7 weeks to ensure that this interim funding
formula for education is not made permanent.
During Congressional consideration of this latest truce, unsuccess-
ful amendments were offered in both the House and Senate that would have
protected education and maintained funding at last year's
level plus inflation. All Democrats in both bodies supported these
amendments. House Republicans voting in support were Franks (CT),
Heineman (NC), Leach (IA), and Torkildsen (MA). Senate Republican
"aye" votes were Jeffords (VT), Snowe (ME), Chaffee (RI), Cohen
(ME), Hatch (UT), and Warner (VA).
Similar amendments will be offered again when this latest "truce"
expires. The next 7 weeks are critical. Last fall, a huge public
outcry from college students and the postsecondary education
community succeeded in derailing significant cuts in Federal
student financial aid. A similar outpouring is needed now to
protect elementary and secondary education. It can be done. It has
been done. Speak up!
Call or write your Senators and Representative with one clear and
simple message: DO NOT CUT EDUCATION FUNDING. Our schools cannot afford it.
Our children cannot afford it.
You can reach your Senators by dialing the Senate switchboard at
(202) 224-3121 or writing c/o US Senate, Washington, DC 20510 (you do not
need an office address!). You reach your Representative by dialing the House
switchboard at (202) 225-3121 or writing c/o US
House of Representatives, Washington, DC 20515. They need to hear from you.
THE BUDGET BATTLE: 10 PROGRAMS KILLED
This latest stop-gap spending bill also terminated funding for 10
smaller education programs that had been targeted for elimination
by the President's FY 96 budget proposal and by the House and
Senate appropriators. These programs include dropout prevention
demonstrations ($12 million supporting grants to 85 projects),
cooperative education ($6.9 million supporting grants to 100
schools), and endowment grants for historically Black colleges and
universities ($2 million).
THE BUDGET BATTLE: PELL GRANT MAXIMUM SET
How about some good news? The stopgap bill also set the Pell Grant
maximum for the 1996-97 academic year at $2,440--a $100 increase.
The President had called for an increase of $280 in his budget
request.
THE BUDGET BATTLE: WHAT NOW FOR MEDICARE AND MEDICAID?
The collapse of the budget talks has all but closed the door on
enactment of signficant Medicare or Medicaid reforms this year. No
Medicaid reforms are expected to be considered as part of any
partial-budget agreement reached between the White House and
Congress, and the issue will be effectively decided by the upcoming
elections. However, there remains at least a chance that
negotiators will reach a compromise on Medicare policy changes.
In the final proposals put on the table, the President proposed
cutting Medicare by $124 billion and Medicaid by $59 billion, over
seven years. The final offer put forward by the Congressional
leadership cut $154-$168 billion from Medicare, and $85 billion
from Medicaid.
Although major reforms are unlikely, Congress may hold hearings
this year on Medicare, Medicaid, and on managed care. There is a
faint possibility that Congress will consider a Medicare
"technicals" bill, making small, relatively non-controversial
changes to the program.
Now is a great time to urge your members of Congress to support
allowing counselors to be reimbursed under Medicare. ACA is
preparing an advocacy kit focused on this issue. Contact us at
acagov@aol.com if you'd like a copy.
*** For more information or to share your comments, feel free to
contact us at acagov@aol.com. Braden Goetz & Scott Barstow, ACA Government
Relations. ***
=====================================================================
====
#214
Date: Thu, 1 Feb 1996 08:49:29 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
Subject: apha home page
For those of you with access to the www, apha now has a home page...
it's address is:
http://www.apha.org
Also, aahe has a home page:
the address is:
http://www.tahperd.sfasu.edu/aahperd/aahe.html
=====================================================================
====
#215
Date: Thu, 1 Feb 1996 12:02:54 -0700
From: hpss_hanson@VULTUR.EMCMT.EDU
Subject: hed advocacy
Here at Mont.St.Un.-Billings we are fighting to save a general education
health class that is currently required of all students. I have
developed a good case as to why I think health should remain a part of
our general education curriculum.
Is there any out there who have fought this battle before that could
offer some other useful strategies? This may be important to the entire
list. If not, please send directly to me.
Carl Hanson - MSU-B
=====================================================================
====
#216
Date: Thu, 1 Feb 1996 15:51:04 CST
From: "Mark J. Kittleson (GA3748@SIUCVMB.SIU.EDU)"
Subject: january listings
For those of you who have access to the www, I have posted
the January 1996 messages of the HEDIR on the e-mail home page.
That address is:
http://www.siu.edu/departments/coe/hedrec/HEDIR/Menu.html
I plan to have each month's posted as soon as I can retrieve
them--hopefully within the first week of each new month.
=====================================================================
====
#217
Date: Thu, 1 Feb 1996 16:51:00 EST
From: Elaine Lawson
Subject: Re: hed advocacy
If you can wait until the Institute of Medicine's report, Schools and
Health: Our Nation's Investment is released (probably April 1996), you
will find some useful strategies.
Elaine Lawson
=====================================================================
====
#218
Date: Fri, 2 Feb 1996 01:38:00 -0640
From: Claudia Chaufan
Organization: LancerNet/Eds * E-Mail & Newsgroups * info@lancernet.com
Subject: resuscription
In- <238lf836@sser.sld.ar>
About a month ago I asked for a temporary unsubscription, as I was going
away on vacation. Well, unfortunately time's up, vacations are over!
Would you please subscribe me to the list once again?
I hope it's the right address and way to solicit this.
Cordially,
Claudia Chaufan
e-mail claudia.chaufan@lancernet.com
Buenos Aires
ARGENTINA
---
~ POW 1.0 On Trial ~ Dra. Claudia Chaufan * claudia.chaufan@lancernet.com
--------------------------------------------------------------------------
Internet: cchaufan@lancernet.com (Claudia Chaufan)
=====================================================================
====
LancerNet Comunicaciones * En breve Internet On-Line * Precios accesibles
Accesos Telefonicos y Dedicados - Publicacion de Paginas de WEB - Consulte
Informacion: System@LancerNet.Com * TeleFax: +54-1-280-1515 * Argentina
--------------------------------------------------------------------------
=====================================================================
====
#219
Date: Fri, 2 Feb 1996 10:12:00 EST
From: dl16
Subject: Health promotion & rehabilitation program has openings
If you know of adults age 50 & older who would benefit from and enjoy
physical and social activities, and health education, and who live in the
Washington-N.Virginia-Baltimore area, we have openings in the Adult Health &
Development Program (AHDP) at the University of Maryland at College Park.
We have approximately 100 students and volunteers who will be trained to
work on a one-to-one basis with their older adult "member" for 9 Saturdays,
9:30-noon. The AHDP begins on Feb. 17th (if it ever stops snowing) and end
on April 27th. There is a fee of $50 but no one is ever turned away due to
lack of funds.
Members tend to fall into four groups: Community residents, a sub-group of
"foreign-born (mostly Latino who are assigned bi-lingual staffers), VA
Nursing Home residents (who mostly use wheel chairs), and the
developmentally-challenged.
Call (301) 405-2522 or 405-2493 for an application, or write to me. Thank you.
Dan Leviton, Ph.D.
Professor
College of Health & Human Performance
University of Maryland
College Park, MD 20742-2611
(301) 405-2528, fax (301) 314-9167
=====================================================================
====
#220
Date: Fri, 2 Feb 1996 11:50:52 -0800
From: Margo Harris
Subject: FW: TRDEV-L Digest - 30 Jan 1996 to 31 Jan 1996 - Special issue
I couldn't find Andrew's Friday inspiration; so I thought I'd share this =
for those folks who have encountered the Meyer's Briggs or the DiSC. =
Look below. Can you find your type? Happy weekend! Margo
----------
From: Automatic digest processor[SMTP:LISTSERV@PSUVM.PSU.EDU]
Sent: Wednesday, January 31, 1996 9:18 AM
To: Recipients of TRDEV-L digests
Subject: TRDEV-L Digest - 30 Jan 1996 to 31 Jan 1996 - Special issue
MBTI Types Prayers
ISTJ: Lord help me to relax about insignificant details beginning
tomorrow at 11:41.23 am e.s.t.
ISTP: God help me to consider people's feelings, even if most of
them ARE hypersensitive.
ESTP: God help me to take responsibility for my own actions, even
though they're usually NOT my fault.
ESTJ: God, help me to not try to RUN everything. But, if You need
some help, just ask.
ISFJ: Lord, help me to be more laid back and help me to do it
EXACTLY right.
ISFP: Lord, help me to stand up for my rights (if you don't mind
my asking).
ESFP: God help me to take things more seriously, especially
parties and dancing.
ESFJ: God give me patience, and I mean right NOW.
INFJ: Lord help me not be a perfectionist. (did I spell that
correctly?)
INFP: God, help me to finish everything I sta
ENFP: God,help me to keep my mind on one th-Look a bird-
ing at a time.
ENFJ: God help me to do only what I can and trust you for the
rest. Do you mind putting that in writing?
INTJ: Lord keep me open to others' ideas, WRONG though they may
be.
INTP: Lord help me be less independent, but let me do it my way.
ENTP: Lord help me follow established procedures today. On second
thought, I'll settle for a few minutes.
ENTJ: Lord, help me slow downandnotrushthroughwatIdo.
Amen.
=====================================================================
====
#221
Date: Fri, 2 Feb 1996 11:58:11 -0700
From: "Andrew Jenkins (Central Washington University)"
Subject: Friday Inspiration
Frozen Friends and Frosty Fellows,
It seems to me:
A simple and direct one is most right for today:
"Knowledge is not simply another commodity. It is never used up. It
increases by diffusion and grows by dispersion"
Good words from Daniel Boorstin.
Stay warm!
Andy J :{)
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
++++++
++
"We worry about what a child will be tomorrow, yet we forget that he is someone
today." Stacia Tauscher
Andrew P. Jenkins, PhD
Health Education Programs
Central Washington University
Ellensburg, WA 98926
509-963-1041
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
++++++
+++
=====================================================================
====
#222
Date: Fri, 2 Feb 1996 17:00:29 -0600
From: townsend@SIU.EDU
Subject: Re: Checking in
Hi! I think that I received someone else's message. Also, I think that I
have accessed Larry's new e-mail account accidentally. Well... still
trying to master with some expert help all the wonders of technology.
Gotta run for now but keep in touch. Are you building an ark? Take
care!
>Hi W.!
>
>I can't blame you for not wanting to hear about another nutritional
>product. I felt the same way. After being the Director of the Wellness
>Center at Southern Illinois University at Carbondale for 6 years, I was a
>well-trained skeptic; we need to be in our field. So you can imagine it
>took a LOT of convincing to get me to even try Juice Plus+.
>
>If you start having students asking about JP+, you know where to find me. :-)
>
>Have a beautiful semester!
>
>Cathy
=====================================================================
====
#223
Date: Fri, 2 Feb 1996 18:54:24 -0500
From: KG
Subject: health care via Internet (WWW)?
Hello!
I am interested in health information needs and the potential for World Wide
Web
health sites to educate and disseminate information.
This information is toward my MA thesis at Penn State. I am planning to
conduct a
focus group with some female undergraduates. It will consist of 2 sessions.
One will be
to discover their perceived health needs, attitudes, and where they get
their source of
information. The second session will consist of a hands-on web-site
exploration, where
they will be free to explore certain websites (such as Columbia's Ask
Alice), followed by
a discussion to see what they liked or disliked about the sites, and to see
if their
attitudes toward using Websites for health information changed.
QUESTIONS:
1. I am looking for more health related websites, such as Ask Alice. Anyone
have
favorite sites which you think are particularly good (or bad)? I'd love to
hear about them.
2. Anyone have any suggestions on new / different / exciting health models
which might
be particularly suited for this study? (ie. other than Fishbein & Ajzen's
reasoned
action....)
3. Anyone know of any similar studies which have been done? (I can't find any.)
4. I would also like to do an interview with someone who has knowledge in
this area,
and/or who has conducted focus groups or surveys to find out about college
students'
health needs (perceived or actual) and/or their health information seeking
behavior.
(Anyone from Columbia U? I could travel there)
5. Any other suggestions, insights, thoughts or questions are also welcome.
Please email me (or post it if you think others would be interested) at
kxg13@psu.edu
Thanks very much
Karoline Gottschild
:-)
=====================================================================
====
#224
Date: Fri, 2 Feb 1996 18:49:40 -0600
From: Jeanne Herman
Subject: Request for information
Dear Colleagues,
I am currently writing a leave proposal which will focus on use of
information technology as a pedagogical tool in classes such as "The School
Health Program", "Elementary Health Education Methods and Materials", "Drug
Education", and "Sexuality Education." My goal is to explore ways to use
technology in teaching these undergraduate level classes and to integrate
some of these tools in subsequent semesters of teaching. As I continue to
think about the leave and to develop the formal proposal, I have two
questions:
1) Do you know of any conferences or seminars in the next year or so which
will be devoted to information technology as a teaching/learning tool? (I
always attend the Central District and National AAHPERD conferences but
would like to attend a conference which focuses more exclusively on
information technology.)
2) If you and/or your colleagues use information technology in health
education courses and would be willing to have a visitor on campus, I would
love to hear from you. As part of the leave proposal, I hope to visit
several college or university health education departments which use
information technology in undergraduate or graduate level health education
courses. The opportunity to observe, chat with colleagues, review
materials, etc. would be a very valuable learning experience. I would be
willing to travel anywhere in the U.S. if a visit would be possible. The
leave proposal is for academic year 1997-98 (I realize this request seems
premature but advance planning is required as part of the paperwork and
formal leave proposal.) I would simply like to hear about what you are
doing and whether you would entertain the idea of a visit to your campus.
Hopefully, I would have some information to share with you as well.
If you have any suggestions or information to share, my e-mail address is:
jherman@gac.edu
Thank You! Jeanne
Jeanne M. Herman, PhD
Associate Professor and Chair
Dept. of Health and Exercise Science
Gustavus Adolphus College
212E Lund Center
800 West College Ave.
St. Peter, MN 56082
507-933-7614
=====================================================================
====
#225
Date: Fri, 2 Feb 1996 21:31:00 EST
From: Isabel Burk
Subject: thought for today
FROM: Burk, Isabel
TO: SMTP:HEDIR@SIUCVMB.BITNET
SUBJECT: thought for today
Date: 02-02-96 21:19 EST
PRIORITY:
Better late than never:
"No matter what you undertake, you will never do it until you think you can."
---that famous philosopher, Anon.
preparing to shovel snow again....
Isabel Burk
Putnam/No. Westchester BOCES
.oooO
( ) Oooo.
\ / ( )
(__) \ /
(__)
=====================================================================
====
#226
Date: Sat, 3 Feb 1996 09:49:39 -0500
From: "Sandra S. Bargainnier"
Subject: Re: health care via Internet (WWW)?
In- <199602022355.SAA01770@mailbox.syr.edu>
Karoline,
I would be happy to "snail mail" you a
copy of handouts I have developed with health-related WWW and Gopher
sites. I have presented at several conferences on this topic and am
currently learning how to develop and evaluate WEB sites (sitting in on
a class at SYracuse Univ). Web sites should be interactive, provide
feedback, and communicate, as well as provide quick access information.
ABout 99% of WWWs sites die due to inactivity.
Also check out the Feb
1996 INTERNET WORLD magazine. It is all
about MEdicine on the Net, CYbertherapy, parenting, and health
information...some good & some not so good.
Also, use Netscape or a similar WWW browser and do a search with key
words such as health, education, medicine, CDC, NIH, wellness, women's
health, etc....the possibilities are unlimited.
Web users, keep your eyes open for JAVA! JAVA is a way to create any
conceivable type of software application that will work across the
Internet. If this comes to be, the Web will be transformed from the
information-delivery medium it is today into a completely interactive
computing environment....this is probably many years down the road for
most of us as far as technology and understanding goes...
Good Luck
SAndy Bargainnier EdD A.T.,C. CHES
Assistant Professor
SUNY OSwego
OSwego, NY 13126
315-341-2879
email- ssbargai@mailbox.syr.edu
On Fri, 2 Feb 1996, KG wrote:
> Hello!
>
> I am interested in health information needs and the potential for World Wide
> Web
> health sites to educate and disseminate information.
>
> This information is toward my MA thesis at Penn State. I am planning to
> conduct a
> focus group with some female undergraduates. It will consist of 2 sessions.
> One will be
> to discover their perceived health needs, attitudes, and where they get
> their source of
> information. The second session will consist of a hands-on web-site
> exploration, where
> they will be free to explore certain websites (such as Columbia's Ask
> Alice), followed by
> a discussion to see what they liked or disliked about the sites, and to see
> if their
> attitudes toward using Websites for health information changed.
>
> QUESTIONS:
> 1. I am looking for more health related websites, such as Ask Alice. Anyone
> have
> favorite sites which you think are particularly good (or bad)? I'd love to
> hear about them.
>
> 2. Anyone have any suggestions on new / different / exciting health models
> which might
> be particularly suited for this study? (ie. other than Fishbein & Ajzen's
> reasoned
> action....)
>
> 3. Anyone know of any similar studies which have been done? (I can't find any.
)
>
> 4. I would also like to do an interview with someone who has knowledge in
> this area,
> and/or who has conducted focus groups or surveys to find out about college
> students'
> health needs (perceived or actual) and/or their health information seeking
> behavior.
> (Anyone from Columbia U? I could travel there)
>
> 5. Any other suggestions, insights, thoughts or questions are also welcome.
>
> Please email me (or post it if you think others would be interested) at
> kxg13@psu.edu
>
> Thanks very much
> Karoline Gottschild
> :-)
>
=====================================================================
====
#227
Date: Sat, 3 Feb 1996 09:57:40 -0500
From: "Sandra S. Bargainnier"
Subject: Re: Request for information
In- <199602030050.TAA11443@mailbox.syr.edu>
The New York State Federation of Professional Health Educators (NYSFPHE)
are planning their annual conference: November 6-8 1996, Utica, NY.
The theme is "Technology and Health Education...the Gateway to the Future
is Now"
It is our hope to have many presentations and keynote speakers addressing
this issue
If interested the deadline for "call for propsals" is May 15, 1996.
Contact Dr. Donna Videto
SUNY Cortland
P.O. Box 2000
Health Department
Cortland, NY 13045
607/753-4205
Good Luck!
SAndy BArgainnier EdD A.T.,C. CHES
SUNY Oswego, NY
ssbargai@mailbox.syr.edu
On Fri, 2 Feb 1996, Jeanne Herman wrote:
> Dear Colleagues,
>
> I am currently writing a leave proposal which will focus on use of
> information technology as a pedagogical tool in classes such as "The School
> Health Program", "Elementary Health Education Methods and Materials", "Drug
> Education", and "Sexuality Education." My goal is to explore ways to use
> technology in teaching these undergraduate level classes and to integrate
> some of these tools in subsequent semesters of teaching. As I continue to
> think about the leave and to develop the formal proposal, I have two
> questions:
>
> 1) Do you know of any conferences or seminars in the next year or so which
> will be devoted to information technology as a teaching/learning tool? (I
> always attend the Central District and National AAHPERD conferences but
> would like to attend a conference which focuses more exclusively on
> information technology.)
>
> 2) If you and/or your colleagues use information technology in health
> education courses and would be willing to have a visitor on campus, I would
> love to hear from you. As part of the leave proposal, I hope to visit
> several college or university health education departments which use
> information technology in undergraduate or graduate level health education
> courses. The opportunity to observe, chat with colleagues, review
> materials, etc. would be a very valuable learning experience. I would be
> willing to travel anywhere in the U.S. if a visit would be possible. The
> leave proposal is for academic year 1997-98 (I realize this request seems
> premature but advance planning is required as part of the paperwork and
> formal leave proposal.) I would simply like to hear about what you are
> doing and whether you would entertain the idea of a visit to your campus.
> Hopefully, I would have some information to share with you as well.
>
> If you have any suggestions or information to share, my e-mail address is:
> jherman@gac.edu
>
> Thank You! Jeanne
>
> Jeanne M. Herman, PhD
> Associate Professor and Chair
> Dept. of Health and Exercise Science
> Gustavus Adolphus College
> 212E Lund Center
> 800 West College Ave.
> St. Peter, MN 56082
> 507-933-7614
>
=====================================================================
====
#228
Date: Sat, 3 Feb 1996 16:43:20 +0000
From: Patricia Reagan
Organization: University of Utah
Subject: Re: health care via Internet (WWW)?
>thank you so much for forwarding the message from Sandy to me about
teaching the internet. I will mail her right away. I owe you big
time- patty
>
> I would be happy to "snail mail" you a
> copy of handouts I have developed with health-related WWW and Gopher
>
patty.reagan@m.cc.utah.edu (home)
preagan@deans.health.utah.edu (work)
=====================================================================
====
#229
Date: Sat, 3 Feb 1996 19:17:09 -0800
From: michael olpin
Subject: Re: health care via Internet (WWW)?
We have been working on just such a place here at SIU. It is still in
an "under construction" phase, yet you can find some pretty good links
to many health topics as you will see. The URL for this web page is:
http://www.siu.edu/departments/bushea
Try it out and tell me what you think. If any of you have other
favorite sites around the globe that you have found and would be cool
or appropriate to any of these topics, feel free to e-mail me (located
at the bottom of the home page).
Good luck and happy surfing.
Michael Olpin
SIU
KG wrote:
>
> Hello!
>
> I am interested in health information needs and the potential for World Wide
> Web
> health sites to educate and disseminate information.
>
> This information is toward my MA thesis at Penn State. I am planning to
> conduct a
> focus group with some female undergraduates. It will consist of 2 sessions.
> One will be
> to discover their perceived health needs, attitudes, and where they get
> their source of
> information. The second session will consist of a hands-on web-site
> exploration, where
> they will be free to explore certain websites (such as Columbia's Ask
> Alice), followed by
> a discussion to see what they liked or disliked about the sites, and to see
> if their
> attitudes toward using Websites for health information changed.
>
> QUESTIONS:
> 1. I am looking for more health related websites, such as Ask Alice. Anyone
> have
> favorite sites which you think are particularly good (or bad)? I'd love to
> hear about them.
>
> 2. Anyone have any suggestions on new / different / exciting health models
> which might
> be particularly suited for this study? (ie. other than Fishbein & Ajzen's
> reasoned
> action....)
>
> 3. Anyone know of any similar studies which have been done? (I can't find
any.)
>
> 4. I would also like to do an interview with someone who has knowledge in
> this area,
> and/or who has conducted focus groups or surveys to find out about college
> students'
> health needs (perceived or actual) and/or their health information seeking
> behavior.
> (Anyone from Columbia U? I could travel there)
>
> 5. Any other suggestions, insights, thoughts or questions are also welcome.
>
> Please email me (or post it if you think others would be interested) at
> kxg13@psu.edu
>
> Thanks very much
> Karoline Gottschild
> :-)
=====================================================================
====
#230
Date: Sat, 3 Feb 1996 21:09:41 -0500
From: "W. Gillan"
Organization: Southeastern Louisiana University
Subject: Re: smoking and violence
In- "Your message dated Wed,
31 Jan 1996 20:19:38 -0600 (CST)" <01I0OP3KPM9U8Y8FW4@selu.edu>
You might be able to cross reference these two behaviors via the YRBS.?
Check http://www.cdc.gov.
Wynn Gillan
=====================================================================
====
#231
Date: Sat, 3 Feb 1996 22:18:55 -0500
From: Ellen Fox <12ellenfox@CC.MICE.UVR.EDU>
Subject: ===>> FREE 1 yr. USA Magazine Sub sent worldwide- up to $50.00
value!!!
This is an advertisement unrelated to health education. It has been removed to save disk space.
MJKittleson
=====================================================================
====
#232
Date: Sat, 3 Feb 1996 22:42:00 EST
From: Isabel Burk
Subject: ASK THE DOCTOR- Free Advice!!!
FROM: Burk, Isabel
TO: SMTP:HEDIR@SIUCVMB.BITNET
SUBJECT: ASK THE DOCTOR- Free Advice!!!
Date: 02-03-96 22:31 EST
PRIORITY:
This may be of use to some of you. Please pass it on.
Isabel Burk
Putnam/No. Westchester BOCES
.oooO
( ) Oooo.
\ / ( )
\__) \ /
(__)
From: "Richard W. Fee"
>Organization: National Institute on Life Planning for Persons with
Disabilities
>>Subject: ASK THE DOCTOR- Free Advice!!!
>The NILP is pleased to announce a new,free service- Ask the Doctors!
>
> Ask the opinion of a developmental pediatrician or behavioral
>psychologist on some problem or concern about a person with developmental
>disabilities - your child, your client, or yourself.
>
> Go to the NILP Page - http://sonic.net/nilp Then click onto
>Ask the Doctors!
>
> Please feel free to ask your questions to either Dr. Paul Fujita,
>MD, Developmental Pediatrician or Dr. Bruce Williams, PhD, Behavioral
>Psychologist.
>
> We hope that this new free service will help you and your family.
>
>Good Luck,
>Richard W. Fee
>________________________________________________________________
>Richard W. Fee, Executive Director E-Mail: mailto:rfee@sonic.net
>National Institute on Life Planning Net Page: http://sonic.net/nilp
>for Persons with Disabilities Phone: 707-664-4235
>CIHS - Sonoma State University Fax: 707-762-2657
>Rohnert Park, CA 94928-6922
>_________________________________________________________________
>The trouble with life is, you're halfway through it
>before you realize it's a "do it yourself" thing...
>_________________________________________________________________
>
>
=====================================================================
====
#233
Date: Sun, 4 Feb 1996 11:14:14 -0500
From: Greg Gliemi
Subject: java
A few notes on Java
1. I've been working with it since December and I do believe
it has great potential. On the plus side.
A. OS independent
B. Syntax similar to C++
C. Client browsers, such as HotJava and Netscape Navigator 2.0
easily downloaded.
D. It's free!!!
2. C++. Seventy-five percent of my work is with C++, but has a
steep learning curve--it's not your VB or Pascal. C++ takes
time to master (no one really ever does!!!)
B. Java is hot, so expect changes
C. You pay a price for the OS independence with speed
D. Development costs are high and will stay that way
3. All in all, I like Java. It surely is an improvement over
HTML and the present static applications. But remember, the
coffee quickly cools. Maybe tomorrow the talk will be about
"Apple Cider." (If Apple is still around).
Greg Gliemi
University of Texas-Arlington
Gliemi@utarlg.uta.edu
=====================================================================
====
#234
Date: Sun, 4 Feb 1996 13:15:00 EST
From: Rick Petosa
Subject: Re: Friday Inspiration
Andy J. shares
>
> "Knowledge is not simply another commodity. It is never used up. It
> increases by diffusion and grows by dispersion"
>
rick petosa has observed:
Yes, but its market value declines remarkably fast as it is diffused,
which presents many challenges for health educators.
>
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
++++++
+++
=====================================================================
====
#235
Date: Sun, 4 Feb 1996 13:20:38 CST
From: Lynn Miller
Subject: Alertness Program
I am helping a city occupational nurse develop an "alertness program". It
seems that some employees have a hard time adjusting to odd shifts and are
falling asleep on the job. This can be a safety problem as well as a
performance problem. We are trying to find resources on this type of program.
I will appreciate any help that you can provide.
Thanks,
Lynn Miller
Doctoral Student
Texas Woman's University
g_8miller@venus.twu.edu
=====================================================================
====
#236
Date: Sun, 4 Feb 1996 13:24:11 CST
From: Lynn Miller
Subject: cervical cancer
I teach a Human Sexuality course and one of my students asked a question that I
couldn't answer. She wanted to know that if a woman is diagnosed with cervical
cancer and they remove the cervix, can these women still have children and if
so, how does the contents stay within the uterus. I will appreciate any help
with this question.
Thanks,
Lynn Miller
Texas Woman's University
g_8miller@venus.twu.edu
=====================================================================
====
#237
Date: Mon, 5 Feb 1996 09:20:27 -0400
From: "NAME \"Bonni Hodges, Ph.D\""
Subject: Position Openings
The State University of New York, College at Cortland, is still accepting
applications for two positions beginning Fall 1996. One position is in
Community Health, the other, Health Administration, although both positions,
may require teaching outside of those areas. Ideally, We are looking for candida
tes
with both practical and teaching experience.
If you would like more information about these positions please e-mail me
personally at HODGESB@SNYCORVA.CORTLAND.EDU.
If you would like to apply, fax a letter of application to
Dr. Ray Goldberg
Health Department
SUNY Cortland
PO Box 2000
Cortland, NY 13045
607-753-5999 (fax)
You can then send, transcripts, CV, names address phone numbers of 3 references
by "snail mail" (You can alo fax those if possible).
Bonni C. Hodges Ph.D
Assistant Professor
Health Department
SUNY Cortland
HODGESB@SNYCORVA.CORTLAND.EDU
=====================================================================
====
#238
Date: Mon, 5 Feb 1996 11:04:19 -0600
From: "Mark J. Kittleson, Ph.D."
Subject: Re: K. Brown
Any idea when you'll be done with Kristine's paper?
________________________
Mark J. Kittleson, Ph.D.
Owner and Founder of HEDIR
HEDIR Home Page:
http://www.siu.edu/departments/coe/hedrec/HEDIR/Menu.html
Personal Home Page:
http://www.siu.edu/departments/coe/hedrec/faculty/kittleson
=====================================================================
====
#239
Date: Mon, 5 Feb 1996 11:29:38 -0600
From: Mark Temple
Subject: Opposition to condom distribution programs
Does anyone know of any "good" sources of info. AGAINST condom
distribution programs? I have a student preparing a paper that balances the
pro and con. She has been able to find plenty to support distribution.
Very little to oppose such programs. Any ideas?
Please forward info. to me at unmat@ttacs.ttu.edu
Mark A. Temple, PhD, CHES
Assistant Professor of Health
Texas Tech University
=====================================================================
====
#240
Date: Mon, 5 Feb 1996 12:43:46 -0500
From: Eileen McDonald
Subject: internships/field placements for masters students
Continue reading only if you are in the Maryland, D.C., Virginia
area:
-------------------------------------------------------------
o Have budget cuts left you short-staffed?
o Is your "to-do" list overflowing?
o Is your wish list of future projects going unattended?
Have you ever considered bringing on a well-trained masters student
to assist you in your public health education efforts?
The Johns Hopkins School of Public health requires students in its
two-year masters program in health education and health promotion to
complete a six-month minimum field placement prior to graduation. As
co-director of the program, it is part of my job to assist students
in finding both paid and unpaid positions. (You can imagine which
ones are more popular with students!)
Our curriculum emphasizes health education and health promotion
strategies for working with individuals and communities. Coursework
covers assessment of needs and resources; program development,
implementation, and evaluation; community outreach and advocacy;
educational methods; and health communication theories and
strategies.
Students are eligible to begin field placements in June 1996. Please
e-mail me (emcdonal@phnet.sph.jhu.edu) or call (410) 955-2312 for
more information or if you have a placement. Thanks for your
consideration.
=====================================================================
====
#241
Date: Mon, 5 Feb 1996 13:10:34 -0600
From: Robert Bates
Subject: Re: Alertness Program
>Lynn,
I believe what you are looking for is research involving circadian rhytms (I
think the spelling is correct). You may want to try National Institute for
Occupational Safety and Health, NIOSH, in government documents for studies.
Good Luck,
Rob Bates
Health Studies
Easatern Illinois University
=====================================================================
====
#242
Date: Mon, 5 Feb 1996 13:15:18 -0800
From: Margo Harris
Subject: Pacific Northwest Continuing Education Program
If you're looking for a great way to look past the winter blahs and plan =
ahead for rejuvenation come spring, look no further than the twice =
offered program, "Minding Change, Changing Minds, Mindful Change: =
Effectively Navigating the Rapids of Change" coming to two locations in =
the lovely Pacific Northwest.
PacificNorthwest SOPHE will host the nationally known and thoroughly =
enjoyed consultant, Jackie Sowers at these locations & dates:
Seattle, WA - Tuesday, April 23, 1996
Spokane, WA - Wednesday, April 24, 1996
Great affordable rates, certainly CHES credits are available, and we =
even offer a HUGE student discount! Want a brochure right off the =
press? Email to kathyw@u.washington.edu Don't miss this opportunity =
to add to your CHES credits and network with your colleagues. See you =
in Washington (the Washington) come spring!
=====================================================================
====
#243
Date: Mon, 5 Feb 1996 14:23:45 -0800
From: Mark Fulop
Subject: Re: Opposition to condom distribution programs
I would suggest the student contacting either a local or the national
planned parenthood affiliates. A number of affiliates track such
mis-information.
Also, encourage your student to go into any local Christian bookstore. I
am sure s/he would find a number of books disseminiated by people like
Focus on the Family.
_________________________________________________
Mark Fulop, MPH, CHES
fulop@mail.sdsu.edu
Co-Director, Health Promotion and Education Projects
California College Health 2000 &
Collegiate Health Care
6363 Alvarado Court, Suite 226
San Diego, CA 92120
Phone: 619.594.2869
FAX: 619.594.8707
WEB: http://www.sa.sdsu.edu/health/cchpage.html
=====================================================================
====
#244
Date: Mon, 5 Feb 1996 17:46:51 -0400
From: Paul Pinciaro
Subject: Health Centers
Does anyone know of any evaluation instruments that have been used with
university health centers, particularly with evaluating student
satisfaction of services? If you know of any instruments or past
evaluation studies could you please forward any information?
Thank you.
Sincerely,
Paul Pinciaro, Ph.D.
University of Maryland
301-405-2515
301-314-9176 fax
=====================================================================
====
#245
Date: Mon, 5 Feb 1996 20:18:05 -0600
From: Judy Drolet
Subject: Re: Articles Request
Having spent much of the past three years "educating" our campus about the
value of our presence in general education, I would be pleased to share
some of the good news (we're in the new curriculum) and struggles
encountered. Feel free to suggest that your colleague contact me. Best
wishes!!
>>Fellow Listservers:
>> I am writing for a colleague of mine who has no access to the
>>internet. He is the sole health educator for a consortium of small colleges
>>and is under the gun (again) to "prove" that his health education
>>programming is beneficial to the people who pay his budget.
>>
>> Do any of you have sources for good articles that might help
>>substantiate and/or support the value of health education/promotion programs
>>on college and university campuses? They could relate to perhaps cost
>>effectiveness, payback to campuses, numbers served, varied methods of
>>evaluating "effectiveness", etc. Please e-mail any suggestions directly to
>>me, and I'll pass them onto my friend. Thanks in advance for any help!
>*******************************************************************************
>Susan M. Bisaillon, MS California State Polytechnic University, Pomona
>Health Educator Student Health Services
>(909) 869-2753 3801 West Temple Avenue
>FAX: (909) 869-4561 Pomona, CA 91768
>sbisaillon@csupomona.edu http://www.csupomona.edu/health
>*******************************************************************************
=====================================================================
====
#246
Date: Mon, 5 Feb 1996 20:19:37 -0600
From: Judy Drolet
Subject: Re: 1st, 2nd, & 3rd worlds
Perhaps the World Health Organization might be an appropriate resource to
identify these definitions?
>Colleagues and Friends,
>
>The question and resultant discussion re: 1st, 2nd, & 3rd world countries
>seems to beg a number of important questions and suggests "developed" be
>defined in terms of militaristic, imperialistic, paternalistic qualities of
>countries such as the USA and former USSR. Is this really the definition of
>development that
>we want to focus on? What does the classification of countries into these
>categories suggest or imply regarding foreign policy? Let's not return to
>the days of "the white man's burden."
>
>Michael Ludwig
>
>
>++++++++++++++++++++++++++++++++++++++++++++++++
>Michael J. Ludwig | mjludwig@gsvms2.cc.gasou.edu
>Georgia Southern University | mjludwig@gsaix2.cc.gasou.edu
>Landrum Box 8075 | (912)871-1552 (voice)
>Statesboro, GA 30460-8075 | (912)681-5266 (secretary)
>(912) 681-0721 (FAX) | (912)764-4211 (home)
>
>++++++++++++++++++++++++++++++++++++++++++++++++
> "Choice is illusory to the degree it represents the
> expectations of others." -Paulo Freire
=====================================================================
====
#247
Date: Mon, 5 Feb 1996 20:22:03 -0600
From: Judy Drolet
Subject: Re: hed advocacy
Hi, Carl! Greetings from your alma mater! Yes; we too have survived the
battle of general education. Many stories to share. Going to Dallas this
week. Would be interested in a chat anytime after. Take care, Saluki!
>Here at Mont.St.Un.-Billings we are fighting to save a general education
>health class that is currently required of all students. I have
>developed a good case as to why I think health should remain a part of
>our general education curriculum.
>
>Is there any out there who have fought this battle before that could
>offer some other useful strategies? This may be important to the entire
>list. If not, please send directly to me.
>
>Carl Hanson - MSU-B
=====================================================================
====
#248
Date: Mon, 5 Feb 1996 21:27:46 -0400
From: TSIMS@MUVMS6.MU.WVNET.EDU
Subject: Re: Alertness Program
In- <01I0TH7629V69PLVLS@WVNVMS.WVNET.EDU>
Probably the biggest name in sleep research / alertness, etc. is
Dr. William Dement of Stanford University. I had the pleasure of
hearing him present at a conference two years ago where he talked
about exactly what you are referring to....shift work, wake-sleep cycles,
and what he referred to as one of the biggest unrecognized health
hazards around today.
Wish I could give you an address, but he is so well known that
addressing him at Stanford University should easily reach him.
=====================================================================
====
#249
Date: Tue, 6 Feb 1996 09:05:07 -0500
From: Collins Airhihenbuwa
Subject: 1st, 2nd...
The fact that otherwise intelligent and vocal co-participant on this network
have been relatively muted on the issue of 1st, 2nd and 3rd world says a lot
(or perhaps very little) about the internationalization of health education.
I would hate to think that the silence is based on the traditional passive
posture men assume on women's issue which is 'lets wait for the women to
teach us.' I am sure this is not the case here.
The question, to my mind, is not so much how the classification was made but
why it was made and how relevant it is today particularly with respect to
the aspects and elements of society that we focus on in health education.
The developement indices that gave us much of the rationale for this
demarcations have been debunked (see Sachs, the development dictionary,
1992, Zed Books). To say that the classification is problematic is an
understatement. In fact, the suggestion that perhaps Russia could now be
considered a 2nd world nation is one reason to problematize this issue. Not
because it was wrong to suggest such but because it raises the question as
to what assumptions about nationhood condition us to entertain such notion.
On the question of health education, the aspects and elements of society
that health educators are concerned with are primarily human relations and
interactions in the way decisions are made. Now, if 1st world refers to the
nations we must learn from to accomplish our goals and objectives relative
to the preservation of self, family and communities, what nations do we
learn these values from, the 1st world as we know them? Did someone say
root causes? Just thinking aloud. Collins.
=====================================================================
====
#250
Date: Tue, 6 Feb 1996 08:22:26 CST
From: Joyce Morris
Subject: health care via Internet (WWW)?
In- note of 02/02/96 18:17
The best listing I know of is the Hancock list now done by Gary
Malet and Lee Hancock. You can find it at:
gopher://na.hh.lib.umich.edu:70/00/inetdirsstacks/medclin:malet
You should also check out the CDC/Wonder web site. Although it does
not have as many databases and functions available as the PC software
version it does have a nice selection. It can be found at:
http://www.cdc.gov
Whoops, that is the CDC site which is also useful. I would have to
look it up on another account. But if you put in the search term
CDCWONDER to any web search engine it should turn it up.
When I was teaching computers in health I required the students to
do a review of a mailing list and a web site. With 40 students in the
class I ended up with 40 different sites reviewed because what is
good and exciting to one person is boring to another.
Joyce Morris
Health Services Organization and Policy
Wichita State University
1845 N Fairmount
Wichita KS 67260-0043
morris@islchp.uc.twsu.edu
=====================================================================
====
#251
Date: Tue, 6 Feb 1996 08:29:40 CST
From: Joyce Morris
Subject: health care via Internet (WWW)?
In- note of 02/02/96 18:17
Oh I forgot you were looking for a model or theory. How about
information processing? Or a communications theory?
A plea to the list: please put your email address at the end of your
post. Many people have mail readers that eat the headers or at
least make it very difficult to retrieve the proper address. If
there had been an email address at the end of the post I am replying
to I could have replied directly to the person rather than the list.
Joyce Morris
Health Services Organization and Policy
Wichita State University
1845 N Fairmount
Wichita KS 67260-0043
morris@islchp.uc.twsu
=====================================================================
====
#252
Date: Tue, 6 Feb 1996 07:58:15 -0700
From: Larry Fahlberg
Subject: School Health Position
We are continuing our search for applicants for a tenure track position
in health education with an emphasis in school health. Qualifications
include a doctorate in health education or equivalent, teaching
experience at the college or university level, as well as the elementary
or secondary level, and evidence of scholarly potential. Candidates
should send a letter of application, cv, official transcripts, and a list
of three references to Larry Fahlberg, Chair, Search Committee, School of
Physical and Health Education, College of Health Sciences, University of
Wyoming, Box 3196, Laramie, WY 82071. If you have any questions, you
can reach me by phone at (307) 766-4096, or e-mail at LLFAHL@UWYO.EDU.
=====================================================================
====
#253
Date: Tue, 6 Feb 1996 10:18:20 EDT
From: "Dr. M.S. Davidson"
Subject: Transplants from babies w'out brains
I teach a course called Health Issues Seminar and we will be discussing,
"Should we permit the organs of children born without a brain to be used as
transplants?"
If any of you would like to "join" our discussion by suggesting articles and/or
making comments, we would be delighted to hear from you.
Michael S. Davidson, EdD
Dept. of Health Professions/PERLS
Montclair State University
DavidsonM@Alpha.Montclair.Edu
=====================================================================
====
#254
Date: Tue, 6 Feb 1996 10:28:37 -0500
From: Shirley Haberman
Subject: Re: Opposition to condom distribution programs
In- <9602051711.aa27590@humfrey.humfrey.medarts.upmc.edu>
In <9602051711.aa27590@humfrey.humfrey.medarts.upmc.edu>, Mark Temple wrote:
>Does anyone know of any "good" sources of info. AGAINST condom
>distribution programs? I have a student preparing a paper that balances the
>pro and con. She has been able to find plenty to support distribution.
>Very little to oppose such programs. Any ideas?
>
>Please forward info. to me at unmat@ttacs.ttu.edu
>
>Mark A. Temple, PhD, CHES
>Assistant Professor of Health
>Texas Tech University
>
I don't have any sources but condom distribution raises a couple
questions for me. One, has anyone actually studied the outcome of
condom distributions? Do individuals use these condoms? Does it lead
to continued condom use and other safer sex practices? I often wonder
what message we send to students choosing not to engage in sexual
intercourse, particularly when professional staff distribute condoms.
I suspect that these students probably encounter considerable peer
pressure in this area. Do we just add to it? Just some thoughts...
Shirley Haberman, Ph.D., CHES
University of Pittsburgh Student Health Service
3708 Fifth Ave - Suite 500 TEL (412) 383-1830
Pittsburgh, PA 15213 FAX (412) 383-1845
=====================================================================
====
#255
Date: Tue, 6 Feb 1996 09:31:59 -0700
From: Judy Hancock
Subject: Re: Opposition to condom distribution programs
>I don't have any sources but condom distribution raises a couple
>questions for me. One, has anyone actually studied the outcome of
>condom distributions? Do individuals use these condoms? Does it lead
>to continued condom use and other safer sex practices? I often wonder
>what message we send to students choosing not to engage in sexual
>intercourse, particularly when professional staff distribute condoms.
>I suspect that these students probably encounter considerable peer
>pressure in this area. Do we just add to it? Just some thoughts...
>
>Shirley Haberman, Ph.D., CHES
As much as possible, our condoms are distributed with a handout entitled
"What About Abstinence" that not only validates abstinence as a choice, but
*defines* what abstinence is in terms of health and STD and HIV risk. (A
lot of students who consider themselves abstinent are NOT - they are having
unprotected ANAL intercourse or otherwise putting themselves at risk.) I
think it's really important to educate about what - in HEALTH terms -
abstinence is and is not.
Just my $.02 worth. (and those are Canadian cents - worth about $.015 actually)
Judy Hancock
Health Education Coordinator
University of Alberta Health Services
111 St. & 88 Avenue
Edmonton, Alberta, Canada T6G 2R1
email: judy.hancock@UAlberta.ca
http://www.ualberta.ca/~jhancock/HealthEd.html
=====================================================================
====
#256
Date: Tue, 6 Feb 1996 10:47:03 -0800
From: Mark Fulop
Subject: Re: Opposition to condom distribution programs
Shirley asked:
>One, has anyone actually studied the outcome of
>condom distributions? Do individuals use these condoms? Does it lead
>to continued condom use and other safer sex practices?
I recently did a lit review and came up with 50 articles, with a number
pointing to effectiveness. In the US studies, here are 3 conclusions:
1) Wolk LI; Rosenbaum R
The benefits of school-based condom availability: cross-sectional
analysis of a comprehensive high school-based program.
Source: J Adolesc Health 1995 Sep;17(3):184-8
..."The benefit of the program by aiding a sexually-active student was
found to be more than three times as great as the risk of encouraging a
nonsexually active student to
have sexual intercourse. .... Conclusion: Given the lack of increased
sexual activity and the favorable benefit-risk ratio, we conclude that
school-based condom availability is successfully utilized by
sexually-active adolescents and may be an effective means to reduce
potentially harmful outcomes, such as unintended pregnancy and
sexually-transmitted diseases.
2) Fanburg JT; Kaplan DW; Naylor KE
Student opinions of condom distribution at a Denver, Colorado, high school
Source: J Sch Health 1995 May;65(5):181-5
..."Of 931 high school students responding to the survey, 85% replied that
condoms should be distributed in their school, and 76% believed making
condoms more
accessible would not change the frequency of sexual activity among teens.
3) Sellers DE; McGraw SA; McKinlay JB
Does the promotion and distribution of condoms increase teen sexual
activity? Evidence from an HIV prevention program for Latino youth.
Source: Am J Public Health 1994 Dec;84(12):1952-9
...The program promoting and distributing condoms had no
effect on the onset of sexual activity for females, the chances
of multiple partners for males, or the frequency of sex for
either males or females. Conclusions. An HIV prevention program
that included the promotion and distribution of condoms did not
increase sexual activity among the adolescents in this study.
_________________________________________________
Mark Fulop, MPH, CHES
fulop@mail.sdsu.edu
Co-Director, Health Promotion and Education Projects
California College Health 2000 &
Collegiate Health Care
6363 Alvarado Court, Suite 226
San Diego, CA 92120
Phone: 619.594.2869
FAX: 619.594.8707
WEB: http://www.sa.sdsu.edu/health/cchpage.html
=====================================================================
====
#257
Date: Tue, 6 Feb 1996 12:55:20 PST
From: Dawn Graff-Haight
Organization: Urban and Public Affairs
Subject: Re: professional preparation programs
Greetings colleagues,
I have a request from those of you working at higher ed institutions
involved in professional preparation programs.
My friend Jingzhen Yang has spent the past two years at Portland State
University as visiting professor from Suzhou University (China). She is
preparing to return and has asked me to help her get samples of health
education professional preparation curricula (course requirements and
syllabi) from universities around the United States. Her request comes
because currently there are no formal professional preparation programs
for health educators in China, and she would like to work toward
establishing such a program at her university.
Jingzhen already has access to the professional competencies (role
delineation) established for undergraduate health educators, and of
course we will continue to share with her information that is available
through publications, and also what we learn this week in Dallas about
graduate programs.
Those of you who have recently undergone accredidation will have recent
curriculum and syllabi that you could send on to her. Anyone else who
is willing to go through some effort to supply these materials to her
will also be appreciated. Jingzhen would be most appreciative if you
could send these materials to her university in China (as she already
has a great deal to take back with her). The address is as follows:
Jingzhen Yang
Suzhou University
Box 602344
Suzhou, Jiangsu, 215006
People's Republic of China
If you have any questions regarding this request, you can email me at
dawn@upa.pdx.edu. Or you can phone Jingzhen directly at 503-725-7442.
She will be at this number until February 24.
Thank you for your generous gift of time in helping Jingzhen take back
something truly valuable to her country.
Sincerely,
Dawn Graff-Haight
Portland State University
=====================================================================
====
#258
Date: Tue, 6 Feb 1996 13:17:01 -0500
From: "Michael R. Hoadley"
Subject: Re: National Congress - Feb 8-10, 1996
I plan to attend the meeting this week in Dallas.
>That National Congress for Institutions Preparing Graduate Health
>Educators will open with registration at 5 p.m. The keynote speaker
>for the evening will be Dr. John Seffrin from the American Cancer
>Society. A social will follow the session. It is important that all
>participants of the Congress attend the Thursday evening session as
>it will set the tone for the entire meeting. The Congress will close
>on Saturday at 3:30 p.m. For any additional information please
>contact Aileen Frazee at 703-476-3420.
Michael R. Hoadley, Ph.D.
Professor of Health Education and Director of the Center for Interactive
Technology in Education and Corporations (InTEC)
University of South Dakota
108B School of Education
414 East Clark Street
Vermillion, SD 57069
Phone: (605) 677-5839 FAX: (605) 677-5438 Email: mhoadley@charlie.usd.edu
=====================================================================
====
#259
Date: Wed, 7 Feb 1996 00:33:41 +0400
From: mohd sandal
Plase send me all the information you have about information processing or
communication theory ,Iwill be appreciating this offer.
Thank you
Mrs Ameena
Dept Of Health Education .Ministry OF Health
United Arab Emirates. e.mail sandal@emirates.net.ae
=====================================================================
====
#260
Date: Tue, 6 Feb 1996 15:21:38 -0500
From: Shirley Haberman
Subject: Re: Opposition to condom distribution programs
In- <9602061343.aa08573@humfrey.humfrey.medarts.upmc.edu>
>I recently did a lit review and came up with 50 articles, with a number
>pointing to effectiveness. In the US studies, here are 3 conclusions:
----------------------------------------------------------------------
I'm glad to see that condom distribution programs seem to be effective
on the high school level. I guess I was thinking in terms of college
students and my definition of condom distribution may differ. I'm not
sure but I would guess that distribution in a high school may mean
that condoms are available at the school clinic. That is already the
case at many colleges and universities. Condom distribution on
college campuses often occur at public events like health fairs or
freshman orientation fairs. The condoms may be very actively promoted
to students at these events. It was this context that had me wondering
about effectiveness and the impact on students not engaging in sexual
intercourse.
Shirley Haberman, Ph.D., CHES
University of Pittsburgh Student Health Service
3708 Fifth Ave - Suite 500 TEL (412) 383-1830
Pittsburgh, PA 15213 FAX (412) 383-1845
=====================================================================
====
#261
Date: Tue, 6 Feb 1996 14:04:00 -0700
From: Judy Hancock
Subject: New health shareware released on-line
The University of Alberta is proud to announce that the Windows versions of
two of its acclaimed shareware packages are now available and can be
downloaded from the World Wide Web:
"AIDS in America"
Our "AIDS in Canada" software was so popular that our American neighbours
asked us to adapt it for use in the U.S. This program reviews the basic
facts about HIV and AIDS including transmission, prevalence, progress of
the disease, and especially prevention. This program includes both
abstinence and condoms as preventive measures. Made specifically for
college and university audiences, it is also suitable for high schools.
This program is shareware; please give it
to your friends, post it on BBS's , and include it on CD-ROM collections
(with suitable credit, of course). (The Mac version is also available, and
is compressed with Stuffit.) Both versions of the "AIDS in Canada" software
are also available at our Web site.
"Books 'n' Booze: Finding the Right Mix"
This interactive shareware program reviews the basic facts about how
alcohol affects us, and then goes on to explore some areas that many
students aren't familiar with: alcohol poisoning, first aid for
overconsumption, and the legal aspects of drinking and driving. Tips for
partying smart and sticking to your limits are included. This program
doesn't preach, and it doesn't look at long term effects such as alcoholism
or cirrhosis. Made specifically for college and university audiences, it is
also suitable for high schools. This program is shareware ; please give it
to your friends, post it on BBS's , and include it on CD-ROM collections
(with suitable credit, of course). (The Mac version is also available and
is compressed with Stuffit.)
The URL for our site, (which is case-sensitive and must be typed exactly as
shown), is:
http://www.ualberta.ca/~jhancock/HealthEd.html
Please check these programs out, and let me know what you think.
Judy Hancock
Health Education Coordinator
University of Alberta Health Services
111 St. & 88 Avenue
Edmonton, Alberta, Canada T6G 2R1
email: judy.hancock@UAlberta.ca
http://www.ualberta.ca/~jhancock/HealthEd.html
=====================================================================
====
#262
Date: Tue, 6 Feb 1996 15:07:29 -0600
From: mal goldsmith
Subject: Re: Support for Health Education
For the party and others interested in documentation to support the
significance of health ed programs in higher ed, I would suggest getting a
copy of the recently distributed CDC/Harvard report on "Higher Education
and the Health of Youth."
The report should be in the hands of Department chairs.
There are some excellent references on the importance of promoting student
health in the University and the community at large. It provides a boost
for Wellness programs as well as for health education/promotion departments.
I would suggest sending it to Deans and your campus president, highlighting
ways in which you help meet some of the report's priorities. A failure to
improve the health of our citizens means a failure to get health care costs
(medicaid and medicare included) under control. Translated that means less
dollars for higher education. Now that's something bureaucrats will listen to.
Good luck!
*******************
Mal Goldsmith, Ph.D., CHES
Coordinator of Health Education
Southern Illinois University
Edwardsville, IL 62026
(618) 692-3253
(618) 692-3369 FAX
=====================================================================
====
#263
Date: Tue, 6 Feb 1996 16:06:28 -0800
From: Mark Fulop
Subject: Re: Opposition to condom distribution programs
Shirley:
I could have also posted almost verbatum conclusions on studies of condom
distribution in community clinic settings and also the same conclusions
from studies outside of the US.. My sense is that there are enough
different settings with enough similarity of findings to suggest that the
effectiveness of condom distribution is a generalizable to the college
aged population. After all, college students come from somewhere (that is
high school) and end up somewhere (that is in the community), therefore, I
would assume that since the same thing happens at either end, it probably
happens in those middle years called "college" too.
My 2 cents anyway.
____________________________________________
Mark Fulop
fulop@mail.sdsu.edu
San Diego, CA
=====================================================================
====
#264
Date: Tue, 6 Feb 1996 22:48:00 -0500
From: Andrea Frank
Subject: Re: smoking/violence & alertness program
Re: alertness program -- there has been some sound, promising research on the
use of melatonin to help offset the effects of jetlag and "shift lag".
Melatonin is available as an over-the-counter supplement. A Med-line
search can provide more definitive information as to dosage, etc.
Re: smoking and violence: what is the ultimate purpose of cross-referencing
these behaviors since correlation between behaviors does not necessarily
equal causation? There is a high correlation between smoking and alcohol
consumption, but one cannot argue that smoking causes alcoholism, or vice
versa. Likewise, even if a substantive correlation is found between smoking
and violence, one cannot therefore conclude that smoking causes violence or
that violence causes smoking, or that if one of these behaviors declines,
that there will necessarily be a corresponding decline in the other behavior.
Andrea Frank
=====================================================================
====
#265
Date: Wed, 7 Feb 1996 09:11:32 -0500
From: Collins Airhihenbuwa
Subject: Re: [FAQ] #70 Ebonics, Black English, Creole (fwd) (fwd) (fwd)
Read only if you have interest in some history of Ebonics, Jamaican Creole
and West African Pidgin English.
>FYI bra,
>
>Thought you might enjoy this.
>
>Osa'
>
>------- Forwarded Message Follows -------
>
>From: "CHARLES HARTWIG"
>To: TOLTEC/NESTAFF, TOLTEC/WCLEMENT
>Date sent: Mon, 5 Feb 1996 13:32:02 CST
>Subject: [FAQ] #70 Ebonics, Black English, Creole (fwd) (fwd) (fwd)
>Copies to: KIOWA/MDOYLE, TOLTEC/JBURLE, KIOWA/OSAMI, TOLTEC/AWROTTO
>
>FYI
> ---------- Forwarded message ----------
>Date: Mon, 29 JAN 1996 17:32:16 -0500
>From: M.D.C.Bowen
>Newgroups: soc.culture.african.american
>Subject: [FAQ] #70 Ebonics, Black English, Creole
>
>FAQ #70
>subject: Ebonics - Black English - Creole
>scaa contributor:
>other references: see text & comments below
>----------------------------------------------------------------------------
>
>
>On Ebonics
>
>A language is said to have a genetic relation to another language if it shares
>deep structural similarities. This genetic relation is not based on shared
>vocabulary. For example, although 90% of the English vocabulary is based on
>Latin and French, it is not considered a Romance language. The Romance
>languages are French, Portugese, Spanish, Romanian and Italian. English is
>considera a Germanic langauage because of its shared .
>
>If I remember correctly, there are four levels of structur in language. The
>deepest structure is the morphology. The next level is phonology, this is how
>words are sounded out. The next level is grammatical and the highest level is
>the semantic.
>
>The case for Ebonics was forwarded by Dr. Robert Williams at a
>Psycholinguistics conference in St. Louis in 1973. Ebonics, shares
>morpholigical and phonological similarities to African languages. Yet despite
>the fact that it shares most of it's vocabulary with the English language it is
>not considered in the same language genus. It's deep structure and phonolgy is
>African.
>
>Specfically, much of Ebonics, like African languages lacks specific
>dipthongs. For example,the dipthong endings 'st', 'nd', 'ld' and 'ft' are not
>found in West African languages. As Africans spoke English, they exhibit what
>is called relexification, which is to modify new words to the phonolgy of the
>original language.
>
>M. Bowen 8/95
>
>-------
>
>
>The Creole Creation;Move Over, Gideon and St. James. This Time God Speaks
>Jamaican Patois
>
> By Malcolm Gladwell
>
> AFTER GOD had made the earth and the animals large and small, he
>surveyed his creation and saw that it was good. And then He said:
> "Mek we mek mankine fi stay like how we stay; mek we mek dem fi fayva we;
>and mek dem rule ova all di fish dem inna di sea and all di bird whe' up a sky
>an ova di cow dem and ova all di eart, and ova everyting that crawl pon di
>eart."
> This, obviously, is not standard English. But it should not be entirely
>foreign to English speakers. It is Genesis 1:26 as found in a new and
>ambitious translation of the Bible into so-called Jamaican "patois," the creole
>English spoken in many of the former slave colonies of the West Indies.
> For years creole was dismissed by English colonizers and viewed with a
>certain shame by many educated Jamaicans. It was thought to be a bastardization
>of English, the unfortunate result of untutored African slaves imperfectly
>assimilating and interpreting the language of their owners. But the Jamaican
>project currently underway by the United Bible Society and a group of Jamaican
>religious leaders - the latest in a series of creole translations - is evidence
>of the newfound respect that the speech of everyday Caribbean life now
>commands.
> Jamaican creole, linguists say, is not an underdeveloped pidgin English. It
>is not merely a dialect of British or American English. And it is not a marker
>of illiteracy and ignorance. Rather it is a living language all of its own.
> Creole is a blanket term to describe a class of languages that grew out of
>the slave trade in the late 1600s. When slaves from a multitude of African
>tribes were captured by European traders, the collision of cultures produced a
>kind of hybrid language. Since the Dutch, Portuguese, Spanish, French and
>English all participated in the slave trade, numerous creoles were spawned,
>based on each one of those languages. In Haiti, for example, French creole is
>spoken. In Jamaica, a former British colony, the creole is English-based. What
>binds them all together under the term creole is a common grammatical structure
>and a vocabulary and syntax that still bristle with words and structures
>reflecting the roots of slaves in the Gold Coast and Congo regions of Africa.
>
> To understand creole, then, is in part a historical exercise, since it
>moved from old world to new and still lingers in Cameroon, Nigeria, Sierra
>Leone and throughout the Caribbean - the route taken by the slave traders of
>300 years ago. Yet to understand creole is also to gain a window on language
>itself, since it provides case studies of how languages develop when people of
>widely different backgrounds are thrown together and forced to communicate. It
>is what happens to English when it is stripped down and reconstructed along new
>lines.
> Consider Genesis 1:26, beginning with the first two words.
> MEK WE. "Mek," derived from "make" is often used in creole to stand for
>"let." The origins of this form are obscure but, interestingly, this usage also
>surfaces in the native English spoken in the Italian neighborhoods of South
>Philadelphia.
> The significant word here, however, is the second, the "we" used here in
>place of "us." This is one of the most distinctive features of Jamaican creole:
>that it is an uninflected language. In English, nouns get prefixes and
>suffixes; pronouns vary and verbs take on different endings to mark different
>tenses or contexts. (I go. I am going. I went.) In creole, by contrast, there
>is almost none of that. In some instances, one word simply spans all cases.
>"We" functions both in its standard English role as subject pronoun but also,
>as is the case here, in place of "us" and again in the possessive instead of
>"our." There is also no "he" or "she" among the most rural dialects, only "
>'im" for both men and women.
> When creole speakers want to conjugate a verb, they don't add an ending or
>change the word itself. In an uninflected language, the verb is left unchanged.
>But another word is added. In creole, for example, "Me go" means "I go," "Me a
>go" means "I am going." "Me a go go" means "I am going to go." "Me en go" means
>"I went" and so forth.
> This type of grammar is called "analytical" by linguists, and it closely
>resembles the syntax of West African languages, particularly those of the Kwa
>family spoken today in Nigeria and Ghana. This fact has led some linguists to
>the conclusion that creole is the result of slaves combining the English
>vocabulary of their captors with the grammar they had used in Africa.
> Others argue, however, that the roots of creole are probably broader than
>that. Many languages, they point out, not just African ones, are uninflected.
>And when linguists look at creoles that have developed in parts of the world
>with no connection to Africa, they find the same grammatical structures. What
>these experts argue is that "analytic" grammar is so logical that it is
>probably the kind of communication strategy that anyone would use if forced to
>create a language from scratch. In fact, they say, it is very similar to the
>type of strategies used by children when they take their first stab at learning
>their mother tongue.
> Analytic constructions "are simply easier to learn," said Peter Patrick, a
>linguist and creole specialist at Georgetown University. "That doesn't mean
>that they are less powerful, or less sophisticated. But they are more
>transparent."
> MEK WE MEK MANKINE. This second "mek" translates directly to "make" in its
>standard English meaning. Thus does "mek," in Creole, wear two hats.
> "This is a natural result of being a young language," said Patrick. "They
>have all the same requirements and needs as older languages but a smaller
>lexical stock. So they make some words do triple duty. The categories are less
>tightly defined."
> Another example of this is the "fi" in the line of scripture, which comes
>after "mankine." In this context it translates as the preposition "to," or, as
>in archaic English, "for to." But, Patrick points out, it can also double for
>"should" or "ought," as in "you fi write this." Not to mention "a," which has
>at least nine different uses from a demonstrative - "See a' man de?" ("See that
>man there?") to marker of emphasis: "a fas' him run fas' " ("he's really
>running fast").
> STAY LIKE HOW WE STAY. Here, "stay" has the meaning of being like something
>or having the properties of something. "How it stay?" for example, means "what
>is it like?" "To mek mankind fi stay like how we stay," in other words, is "to
>make mankind to be like how we are like," or literally to make man in God's
>image.
> The unusual meaning of stay in this context is a reminder that creoles
>thrive in countries - like Haiti and Jamaica - where both during and after
>slavery, blacks had only limited contact with whites. As a result, some
>meanings have evolved quite differently from standard English.
> By contrast, blacks never achieved that kind of critical mass in the United
>States, which is why whatever creole was spoken by American slaves eventually
>died out with repeated contact with standard English. Today American "black
>English" bears occasional glimpses of creole forms. For example, the
>uninflected form of "to be" crops up in black English: "he bad" for "he is
>bad." Also, as in creole, possession is sometimes indicated simply by word
>order, not by apostrophes: "Mary mother" for "Mary's mother."
> The only place true creole is spoken in the United States is on the remote
>islands off the Georgia and Carolina coast, where the descendents of slaves
>have lived so long in isolation from the mainland that they still speak what is
>known as Gullah - a very close relative of Jamaican creole.
> MEK WE MEK DEM FI FAVVA WE: "Let us make them to favor us." Here the
>meaning of "favor" is the sense used in Elizabethan English - to resemble -
>which points to the fact that the English that slaves used as the basis for
>their creole was the vernacular English of the 17th and 18th centuries. Another
>hint of this is the "pon" in the last phrase of the Genesis verse, "everyting
>that crawl pon di eart." This is derived from "upon." Who today, in standard
>spoken English, still uses that word?
> AND MEK DEM RULE OVA ALL DI FISH-DEM . . . AN OVA DI COW-DEM. "Di fish-dem"
>and "Di cow-dem" here are a classic analytical grammar usage. Instead of adding
>an "s" to make cows, the plural is created by adding a separate word, "dem,"
>after the noun. To rule over "di cow" would be to rule over one cow. "Dem"
>comes from the English pronoun "them." But, in a classic creole combination,
>the pattern of using "dem" to make nouns plural is straight from West Africa.
> The "dem" usage is also a clue to the intent of the translators. Creoles,
>since they are oral languages, are constantly in flux, and throughout Jamaica
>one can find speakers at every point along the linguistic continuum, from pure
>uninflected creole to language that reflects a stronger influence from
>inflected standard English.
> " 'im da run," for instance, is classic creole for "he is running." But
>depending on the level of education and social class of the speaker, you might
>hear that sentence in Jamaica as " 'im a run," " 'im runnin" or "he running,"
>as the dialect becomes more and more inflected. That they chose "di cow-dem"
>shows that the translators are aiming their Bible to those Jamaicans closest to
>their African roots.
> "We're targeting the unchurched," said Faith Linton, a Jamaican educator
>involved in the translation effort. "We're targeting people in ghetto areas."
> As such, in Genesis 1:27 of the Jamaican-Creole Bible, God did not make or
>even mek man in his own image. This is the uninflected God: " 'im mek 'im fi
>stay like 'ow 'im stay."
>
>_________________________________________________________________________
>
>--
>----------------------------------------------------------------------------
>m.d.c.bowen think!
>----------------------------------------------------------------------------
>
>xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
> ...."When on cries profusely, one cries to one's enemies...
> --Edo proverb
>====================================================================
=
>Dr. Osabuohien P. Amienyi Associate Professor
>Dept. Of Radio-Television Office: COM-ED 361
>P. O. Drawer 2160 Phone: (501) 972-3070
>Arkansas State University
>State University, Arkansas 72467-2160. Internet:osami@kiowa.astate.edu
>xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
>
>
=====================================================================
====
#266
Date: Wed, 7 Feb 1996 10:08:30 -0500
From: Jill Blair
Subject: Re: Opposition to condom distribution programs
I developed the New York City Condom Availability program under Chancellor
Joe Fernandez - the opposition did not publish a great deal, though Advocates
for Youth in Washington DC has a clearinghouse on school-based condom
availability programs and surely they can summarize the arguments against
school-based condom availability programs. Also, the New York program has
been litigated extensively - Donna Lieberman at the New York Civil Liberties
Union has coordinated the litigation in support and has all the legal papers,
including the opposition, associated with those efforts. If I can be of
help, please let me know - Jill Blair 415-541-9551.
=====================================================================
====
#267
Date: Wed, 7 Feb 1996 10:30:32 -0600
From: Steve Lux
Subject: Re: Opposition to condom distribution programs -Reply
I have to agree with Mark's comments regarding the effectiveness of
condom availability programs. Here at NIU, we make a strong distinction
between availability and distribution. Distribution is a more active,
stronger method of trying to get students to use condoms. We have
found that some students dislike the "condom in the face" approach,
many programs use. We try to eliminate barriers for students obtaining
condoms - making them available in a free choice manner. Aside from
students being able to pick them up in bowls and at resource centers,
we have quantity availability programs for residence hall floors and
greek houses and special events. I would be most happy to share the
materials we use to do this. Basically, we have the individual involved
sign a contract agreeing to certain stipulations.
Increasing and normalizing condom use is one of the single greatest
reasons we believe we have seen a reduction in STD between 1989
and 1993. During those years, we increased condom availability from
about 1000/yr to over 100,000/yr.; Condom use increased 80%;
unwanted pregnancies (as measured by post abortion exams)
decreased 42%; and incidence of positive gonorrhea and chlamydia
cultures decreased 50%. While all of this has gone on, intercourse rates
over the same period remained basically unchanged (81% to 82%).
We still support and recommend abstinence for those who want to
prevent STD to an even greater extent. We have also discovered that
students have many different definitions for abstinence, which has
caused us to define it much more specifically in our print media and
presentations.
I'll be out of the office until Monday, but would be interested in further
discussion.
Steve Lux
Northern Illinois University
slux@niu.edu
=====================================================================
====
#268
Date: Wed, 7 Feb 1996 12:00:25 -0500
From: "Donald B. Ardell"
Subject: What Is Wellness?
Comments/suggestions
WHAT IS WELLNESS?
"I stopped a middle-aged person in the street and asked, `Do you think mid-
life crisis is a consequence of ignorance and apathy?' His answer: `I don't
know and I don't care.'" (Fred Schoenberg, Middle-Age Rage and Other Male
Indignities, Fireside, NY, 1987, p. 23.)
Everybody has an opinion (despite ignorance and apathy), it is
often said, and of course this is true. But, does everyone have
an opinion on matters of real consequence? I don't know, but I
do care and in fact have an opinion myself on the next rhetorical
question I'm about to put in this series of mutterings which I am
skillfully using to lead into the topic of this article. Are you
ready for the question on a matter in which I DO have an opinion?
Here it is: Does everyone have an opinion on the great question
of our time, namely, "What is wellness?" My opinion is, "No, and
it's a bloody pity that he/she does not have such an opinion and
he/she ought to get one and be quick about it!"
If everyone had an opinion as to what wellness is, then it's safe
to assume everyone would have heard about the concept and maybe
even done a little bit to try living accordingly. At the start
of each semester, I always require graduate students enrolled in
my course on health promotion to explain in one page or less
their opinions as to what wellness is. Then, at the end of the
term, the process is repeated. Sometimes, opinions vary after 16
weeks of my propaganda; often, they don't. Either way, it's
almost always interesting to note what students write.
Naturally, there are no correct or wrong answers, for wellness is
and must always be what the person who thinks about it decides it
is for him or herself.
However, sometimes a student new to the concept will fashion an
opinion of wellness that is every bit as good as anything I've
come up with in twenty years. Such seems the case with the
following statement from a student whose identity will be kept
secret in order that the others won't get jealous! Or accuse me
of playing favorites!
STUDENT STATEMENT: MY UNDERSTANDING OF WELLNESS. What is my
understanding of wellness? I have been avoiding writing this
because every time I start to do it, I go around in circles. I
have thought that the answer is: Wellness is what we feel on the
days that the sun seems to be shining in our hearts, and we love
everyone, including ourselves. That is simple enough.
But that does not address the aspect of wellness that relates to
being fit--so I need to add to the above these words: We feel it
when our muscles are singing, every fiber of our being is
breathing deeply of sweet air and our body delights in being
stretched and challenged.
Yes, but what about our brains? If they are not delighting in
being stretched and challenged as well, is the true meaning of
wellness encompassed?.
And what about the basic things that allow these feelings to
occur? What about nutrition, sleep, regular exercise, satisfying
relationships and satisfying work? Dont these also affect our
wellness? Of course they do.
Wait a minute. If these are the things that need to be in place
to experience wellness, what about the idea that ill or even
dying people can be well? We have discussed this in class, and
have read about or known people who are severely impaired
physically and who know that the sun is shining in their hearts,
and they love everyone, including themselves.
Now I have come full circle. Again. I think what I must say is
that, at this point, I really cannot come up with one concise
definition of wellness that I find satisfying. I am able to list
aspects of wellness, to recognize characteristics that are not
part of wellness or things that contribute to or detract from
wellness, but that is not the same thing as coming up with a good
definition. Is it possible that wellness, like the meaning of
life, is different for each of us? Probably partly so. I look
forward to the rest of the semester to help me clarify my
thinking. The end.
A FINAL WORD FROM THE PROFESSOR. Of course, if the suspense in
not knowing who wrote that is driving you to worseness, there is
one way you can find out the student's identity. The information
has been transferred to the National Archives in Washington, D.C.
However, as in the case of other historically sensitive
materials, you have to wait about fifty years when all the
principals involved will be dead.
Just one more reason to not only develop an ability to articulate
your opinion about wellness but to live accordingly. Good luck.
COMMENTARY #1 ON WHAT IS WELLNESS
This student should be ecstatic over your approval and his essay
is exceedingly well-written. But--I cavil at wellness including
loving everyone. If that's a criterion I'll never make it--
there's a bunch of folk I don't even LIKE! Barbara Neese,
Shrewsbury, PA
COMMENTARY #2 ON WHAT IS WELLNESS
Fine, fine reflections on "wellness," something to which "we"
(speaking societally) give little or no attention. Fitness--
meaning firm buns, yes. Anti-sickness--saving money, sure.
And, above all, un-death, indeed! Unfortunately, the latter is
not at all the same thing as life. Marshall Cook, Madison, WI
___________________________________________
draft article for Ardell Wellness Report #42. For a sample copy,
send a sase to:
ARDELL WELLNESS REPORT
9901 Lake Georgia Drive
Orlando, FL 32817
(407) 823 2453 or FAX 823 2099
(e-mail) ardell@pegasus.cc.ucf.edu
=====================================================================
====
#269
Date: Wed, 7 Feb 1996 12:47:39 -0700
From: gg7@UMAILSRV0.UMD.EDU
Subject: Re: hed advocacy Defending Hlth Req.
To Carl regarding defending general health education requirement.
Years ago we had such a requirement when I was with Portland State
University. In addition to the usual information regarding the values of
health education I had collected data from the students. I surveyed the
students after they had completed the course and after two years of data
collection and an N of thousands, I published an article in the state
Journal showing how supportive students were of the course and other
positive benefits. When the requirement was questioned I was able to
provide the article and more recent data that showed some 80% ?? of the
students supported the requirement after they had completed the course.
Before completing the course it was only about 55% as I recall. The key
was to collect the data before a crisis. Hope this helps and good luck.
Glen
>Here at Mont.St.Un.-Billings we are fighting to save a general education
>health class that is currently required of all students. I have
>developed a good case as to why I think health should remain a part of
>our general education curriculum.
>
>Is there any out there who have fought this battle before that could
>offer some other useful strategies? This may be important to the entire
>list. If not, please send directly to me.
>
>Carl Hanson - MSU-B
Glen G. GILBERT
gg7@umail.umd.edu
Department of Health Education
2387 HLHP Bldg. UMCP
College Park, MD 20742-2611
Office Phone 301-405-2467
=====================================================================
====
#270
Date: Wed, 7 Feb 1996 18:51:17 CST
From: Joyce Morris
Subject: Re: Opposition to condom distribution programs
In- note of 02/07/96 09:10
Someone posted some references which I did not need at the time and
so deleted. I of course now have a use for them since the same subject
just came up on the psychology teaching list. Could someone please
send me the references? Or if there is someone is Georgia who is
knowledgeable in this area, would you be willing to talk to this
person?
Joyce Morris morris@islchp.uc.twsu.edu
Health Services Organization and Policy
Wichita State University
Wichita KS 67260-0043
=====================================================================
====
#271
Date: Wed, 7 Feb 1996 18:59:28 CST
From: Joyce Morris
Subject: Re: smoking/violence & alertness program
In- note of 02/06/96 21:48
We actually are looking especially for studies that go beyond
correlations but they are a start. We have two reasons for wanting
to know about the studies. First is to see whether there is any
evidence of a link that we could use to get the attention of school
officials and the media [as I stated in the original post]. The
second reason is to determine whether this is something that we should
be looking at. On the psychology teaching list, which has had a much
richer discussion of the issue, there have been a number of good
hypotheses from biological to environmental and social.
Joyce Morris morris@islchp.uc.twsu.edu
Health Services Organization and Policy
Wichita State University
Wichita KS 67260-0043
=====================================================================
====
#272
Date: Wed, 7 Feb 1996 20:25:00 EST
From: Ken Packer
Subject: Information Processing
FROM: Packer, Kenneth L.
TO: SMTP:HEDIR%SIUCVMB.BITNET@UBVM.C
SUBJECT: Information Processing
Date: 02-07-96 20:13 EST
PRIORITY:
There is an old movie from the 70's called "Information Processing." It was
published by CRM, I thing???? That was a long time ago, and this is taxing my
memory...... It was excellent. I used to show it to my high school health
classes. If you could find the movie, you will find it still relevant. Your
students might get a kick out of the clothes the people were wearing.
:-)}Ken Packer
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====
#273
Date: Wed, 7 Feb 1996 20:41:00 EST
From: Isabel Burk
Subject: latest on health care debate
FROM: Burk, Isabel
TO: SMTP:HEDIR@SIUCVMB.BITNET
SUBJECT: latest on health care debate
Date: 02-07-96 20:30 EST
PRIORITY:
This just in from the American Counseling Association--very important news.
Isabel Burk
ACA GOV'T RELATIONS UPDATE for the Week of 2/5/96
HEALTH INSURANCE REFORM ACT
Once again, Congress is considering legislation to improve
Americans' access to health care insurance, and once again, the
legislation is encountering strong resistance from insurance
companies. After some delaying tactics from conservative
Republican Senators, the Senate voted on Tuesday, February 6, to
take up S. 1028, the Health Insurance Reform Act of 1995, between
April 15th and May 3rd. S. 1028, which was introduced by Senators
Nancy Kassebaum (R-KS) and Edward Kennedy (D-MA), would make it easier for
Americans to purchase private health through a number of measures:
- Health plans would be prohibited from limiting or denying
coverage for more than 12 months for pre-existing conditions;
- Health plans would be prohibited from denying coverage to
employers with two or more employees, and employment-based health plans would
be prohibited from excluding any employee from coverage based on health
status;
- Health plans would generally be required to renew health coverage
to employers and individuals;
Significantly, the bill applies to *all* health plans, including
self-insured plans which currently are exempt from most state
insurance laws.
The bill is not perfect. It does not prohibit pre-existing condition
exclusions in health plans sold to individuals, and does not require
portability of coverage from one individual health plan to another. However,
it is the only game in town.
S. 1028 is narrowly focused on making the private health insurance
system more equitable, and would have enjoyed near-unanimous
support from Republicans and the health insurance industry if put
forward during the 103rd Congress's work on health care reform.
This year, however, the goal line has been moved, and conservative
Republicans and the health insurance industry are slowing the
measure down.
LIFETIME CAPS ON COVERAGE
During the legislation's consideration by the Labor and Human
Resources Committee, Senator James Jeffords (R-VT) stated his
desire to amend S. 1028 to prohibit health plans from imposing
lifetime caps on coverage. Although his amendment was withdrawn
without a vote due to the committee's reluctance to consider it,
Sen. Jeffords intends to offer a similar amendment when S. 1028 is
considered on the Senate floor. The amendment would prohibit
insurance companies from implementing an aggregate lifetime cap on
coverage of less than $10 million. Insurance companies would
continue to be able to place annual caps on coverage, and would not
be required to raise lifetime coverage caps on policies sold to
small employers. Sen. Jeffords amendment is being fought
vigorously by the health insurance industry.
ACA has joined forces with a number of consumer and provider groups to
support the Jeffords' amendment. We urge you to contact your Senators to
express support for S. 1028, the Health Insurance
Reform Act of 1995, and for Senator Jeffords' amendment to the bill
raising health plan lifetime caps on coverage.
MANAGED CARE REFORM
ACA is also actively supporting legislation which seeks to address
many of the problems professional counselors have encountered in
working with managed care plans. H.R. 2400, the Family Health Care
Fairness Act of 1995, would encourage health plans to seek
certification by the Department of Health and Human Services. In
order to be certified, a plan would be required to:
- Maintain an adequate supply and mix of health professionals and
providers;
- Cover any emergency services provided and (at higher cost-
sharing) out-of-network services;
- Not discriminate against health care providers on the basis of
hospital affiliation/admitting privileges, or of type of practice
license;
- Accept applications for participation from all health
professionals and providers in the plan's service area, including
professional counselors, and select providers based on objective
quality standards;
- Use licensed, certified, or otherwise credentialed health
professionals in utilization review, and the adoption of other
utilization review regulations; and
- Use an accessible consumer/provider appeals process in cases of
denial of coverage.
ACA has joined a grassroots network of organizations including the
National Mental Health Association, the American Occupational
Therapy Association, and the American College of Nurse-Midwives,
among others, in pushing H.R. 2400. *Please contact your member of Congress
to urge their support for H.R. 2400!*
*** For more information or to share your comments, feel free to
contact us at acagov@aol.com. Braden Goetz & Scott Barstow, ACA Government
Relations. ***
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====
#274
Date: Wed, 7 Feb 1996 22:13:58 -0500
From: Jill Blair
Subject: Re: Opposition to condom distribution programs
For people's general information about school-based condom availabiity
programs - the New York City program, launched in February of 1991, was the
subject of a three year longtiduinal outcome evaluation conducted by a
consortium of NYU, Hunter College and the Academy for Educational Development
and funded by the Robert Wood Johnson Foundation. The results were shared at
the December meeting of Advocates for Youth in Washington DC and are likely
to be published in JAMA this spring. The New York program provided
unfettered access to condoms at 124+ high schools in New York City - 275,000
students, for more than a year, at whcih point, parental opt out was
instituted. It represents the largest expermient of its kind, and the
results demonstrate success on several levels - increased rates of conssitent
condom usage - with gretaest results occuring among the "highest risk" youth,
as well as an increased likelihood to speak with adults about sexual issues.
I designed the New YOrk City program and have written a good deal on the
subject - most recently presenting a paper called, Condom AVailabiilty:
Overcoming Physical Barriers to Access v. Psychological Barriers to Usage.
If anyone is interested, I'd love to talk about the whole enchilada.
Jill Blair
624 Mayfield Avenue #1
Stanford, CA 94305-8467
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====
#275
Date: Thu, 8 Feb 1996 12:25:29 CST
From: Ian Newman
Subject: S.O.P.H.E.
I have lost the current address and phone number for SOPHE. Can anyone
update me? Also, does anyone know to whom one writes to get an abstract
form for the upcoming SOPHE mid-year conference? Your help is appreciated.
Ian Newman
Health Education
University of Nebraska-Lincoln
inewman@unlinfo.unl.edu
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====
#276
Date: Thu, 8 Feb 1996 14:28:26 -0600
From: "Carole A. Jordan 512-245-8027 FAX: 512-245-3819"
Subject: Request for Information
--Boundary (ID QbmMJrMTOz5KPLnLfiTkLQ)
Content-type: TEXT/PLAIN; CHARSET=US-ASCII
--Boundary (ID QbmMJrMTOz5KPLnLfiTkLQ)
Content-type: MESSAGE/RFC822
Date: Thu, 8 Feb 1996 13:50:47 CST
Subject: Request for Information
MIME-version: 1.0
Content-type: TEXT/PLAIN; CHARSET=US-ASCII
Importance: normal
A1-type: DOCUMENT
We have been asked to develop an assessment tool that will measure the attitudes
of college faculty and students towards athletic programs. Since we are on a
very short timeframe and trying not to reinvent the wheel, we are asking for
your help in locating such a tool.
We would be grateful for any help. Thanks.
Please send information to Paul Raffeld, pr03.swt.edu
or
Carole Jordan-Belver, cj08@A1.swt.edu
Jowers Center, Room A142
Southwest Texas State University
San Marcos, TX 78666
512-245-8027
512-245-3819 (Fax)
--Boundary (ID QbmMJrMTOz5KPLnLfiTkLQ)--
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====
#277
Date: Fri, 9 Feb 1996 09:32:32 -0500
From: "J. Greenberg"
Subject: Service-Learning/Community Service
To All:
I have been experimenting with service-learning in all of my classes in an
attempt to require students to go beyond their "antiseptic" classrooms to
use what they learn to make the lives of people in the community
(off-campus) better. Last semester was the first time I tried to do this
for all of my classes and the attempt produced promising results. To
perhaps encourage others of you to help your students serve the community
more actively, I want to share with you some select comments from the
students' evaluations and the evaluations submitted by the contact person
for the community group that received the service.
In my "Controlling Stress and Tension" class I require the enrolled
undergraduates to use what they learn in class and apply it in the
community (off-campus) to help make the lives of community residents less
stressful. They have worked with a support group of cancer patients, in
community centers with adolescents, with the adult staff of a nursery
school, and others. The majority of students, however, worked with groups
of students enrolled in the local school district (local to the University
of Maryland) to help students manage the stress associated with the
transition from one level of schooling to another (e.g., from middle school
to senior high school, or from high school to college or the world of
work). This is a required assignment (mandatory). It results in students
learning more about stress management than they might have otherwise
(recall the oft repeated truism, "You learn something best when you have to
teach it to another"). It also results in a meaningful and worthwhile
service to people in the community. These conclusions are based on the
following evaluation comments from both my students and the contact persons
from the community groups for whom they provide service:
1) Students' Comments:
* ... having had this experience, I now retain a desire to help others.
* I feel I have given the gift of knowledge to the students.
* We were ecstatic that we were able to take all this information we
learned and teach it to others.
* We especially felt good when one girl said, "Do you have to go?"
* Robert wants to go back every month.
* It started me on a path that may lead to a teaching career.
2) Community Agency Personnel Comments:
* Students thoroughly enjoyed the presentation. Members could be terrific
educators!
* You should be proud that through their coursework with you they have
learned much and wanted to impart their knowledge to us.
* They were great! Were even more at ease than some education majors!
* ... continue this program. What a treat!
* Great presentation. We would love them to do a repeat performance for
the entire staff.
I also had my graduate "Foundations of Health Education" class engaged in
service-learning. They divided up and conducted a health fair for the
local Jewish Community Center and a nutrition education and parenting
program for a housing development consisting predominantly of Hispanic
residents. Another of our graduate classes conducted a needs assessment in
preparation for the development of a "Health and Wellness Seminar Series"
to be conducted in the Ronald McDonald Family Room at Children's Hospital
in Washington, D. C. The possibilities are endless!
I would be happy to explain the process in more detail should anyone wish
to contact me. If so, please contact me directly rather than subject the
whole listerv to that communication. Thanks.
Peace and Health,
Dr. Jerrold S. Greenberg
Universty of Maryland
Department of Health Education
HHP Building, Valley Drive
College Park, MD 20742
(301) 405-2524
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====
#278
Date: Fri, 9 Feb 1996 10:41:14 -0500
From: FloraK@AOL.COM
Subject: REQUEST FOR EMPLOYMENT DATA
Dear Colleague:
On behalf of furthering SOPHE's data base, I am looking for literature and
resource material pertaining to specific job descriptions and careers/career
ladders in the health education and promotion field nation-wide. Also, this
information will be valuable for my dissertation which comproses a 20-year
retrospective of SOPHE's role in the struggle for professionalism in health
education.
I would appreciate information about attaining brochures, recruitment
literature, employment opportunities/data, and job descriptions that come
from federal and state health departments, colleges and universities,
organizations and their chapters (including job-bank chairs), employers from
the public and private sectors, and others who may have information or can
lead me to it. Any suggestions, insights, or questions are also welcome.
Please email me (FloraK@aol.com) or post it if you think others are
interested
Thank you,
Flora Bloom
Teachers College, Columbia University
New York
=====================================================================
====
#279
Date: Fri, 9 Feb 1996 11:16:14 -0500
From: FloraK@AOL.COM
Subject: Whoops! Re: Request forjob and career information
In regard to my request for information on job descriptions, employment
opportunities and career ladder information, I would appreciate if you would
send materials directly to me, if you have them. Thanks again.
Flora Bloom, MA, CHES
1485 East 21 Street
Brooklyn, New York 11210
PHONE/ FAX (718) 951-1778
=====================================================================
====
#280
Date: Fri, 9 Feb 1996 09:53:54 -0700
From: "Andrew Jenkins (Central Washington University)"
Subject: Friday Inspiration
Soggy Friends and Waterlogged Fellows,
There's been a fair discussion lately of the need for environmental
conciousness and of the unity of all flavors and brands of people.
I found this little piece by Aldo Leopold and it seems to me, that even
back in the '20's, he had the foresight and vision needed today.
"We classify ourselves into vocations, each of which wields some
particular tool, or sells it, or repairs it, or sharpens it, or dispenses
advice on how to do so; by such division of labors we avoid
responsibility for the misuse of any tool save our own. But there is one
vocation--philosphy--which knows that all men, by what they think about
and wish for, in effect wield all tools. It knows that men thus
determine, by their manner of thinking and wishing, whether it is
worthwhile to wield any."
Keeping that dream, even in three feet of Washington water!
Andy J :{)
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
++++++
++
"We worry about what a child will be tomorrow, yet we forget that he is someone
today." Stacia Tauscher
Andrew P. Jenkins, PhD
Health Education Programs
Central Washington University
Ellensburg, WA 98926
509-963-1041
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
++++++
+++
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====
#281
Date: Fri, 9 Feb 1996 13:54:10 -0500
From: cam escoffery
Subject: Re: S.O.P.H.E.
The new address for SOPHE is
SOPHE, INC.
1015 15th Street, N.W.
Suite 410
Washington, DC 20005
(202) 408-9804 voice
(202) 408-9815 fax.
The Mid-Year Conference will be held at West Chester University, West
Chester, PA from June 6 - 9th. To receive information about abstract
submittal, contact
Dr. Sheila Patterson
Department of Health
West Chester University
West Chester, PA
(610) 436-2931
spatters@wcupa.edu
The deadline for submission is February 15th. Sounds like a great
conference.
Cam Esoffery
Rollins School of Public Health
escoffer@fox.sph.emory.edu
On Thu, 8 Feb 1996, Ian Newman wrote:
> I have lost the current address and phone number for SOPHE. Can anyone
> update me? Also, does anyone know to whom one writes to get an abstract
> form for the upcoming SOPHE mid-year conference? Your help is appreciated.
>
> Ian Newman
> Health Education
> University of Nebraska-Lincoln
> inewman@unlinfo.unl.edu
>
=====================================================================
====
#282
Date: Tue, 9 Feb 1999 14:11:41 -0800
From: Jerry Floyd
Organization: Northern Illinois University
Subject: Position announcement - Director of Health Education
NOTICE OF AVAILABLE POSITION
ASSISTANT/ASSOCIATE PROFESSOR
HEALTH EDUCATION
RESPONSIBILITIES
Teach undergraduate and graduate health education courses. Supervise health
education students who are seeking
teacher certification.
PROFESSIONAL QUALIFICATIONS
1. Earned doctorate in health education or closely related area
2. Certified health education specialist preferred
3. Academic preparation in health science areas, i.e., epidemiology,
nutrition, disease control, safety, policy studies
4. Preparation in health education, with particular orientation to school
health
5. Experience in teaching undergraduate and graduate courses in health
education, health promotion and prevention
6. Supervisory experience with undergraduates and graduates in school health
settings
7. Evidence of capability to engage in research, direct theses, and make
scholarly presentations at professional meetings;
research productivity should lead to senior graduate faculty status
8. Experience in or potential for grant writing and external funding
9. Familiarity with instructional technology
SALARY
Dependent upon qualifications and experience.
EFFECTIVE DATE OF EMPLOYMENT
August 16, 1992. Nine months appointment on a tenure track. Summer school
employment available dependent upon
program needs and other personnel considerations.
DEPARTMENT DESCRIPTION
The Department of Physical Education functions as a coeducational unit of
approximately 50 faculty, with programs which
satisfy a wide variety of career goals to approximately 300 undergraduate
major and minor students and include curricula
for the Bachelor of Science in Education and the Bachelor of Science degrees.
The B.S. degree features career options
in fitness leadership and sport business. Twenty members comprise the
graduate faculty, which graduates 40-50 students
per year. Programs offered which lead to the Master of Science in Education
degree include specializations in adapted
physical education and exercise physiology/fitness leadership and interest
areas in administration/sport management,
coaching, curriculum/instruction/strategies, foundations (including
sociology, psychology, history, and philosophy of sport),
health education, motor learning/motor development, and sport biomechanics.
GENERAL UNIVERSITY AND COMMUNITY DESCRIPTION
Northern Illinois University is a comprehensive research university offering
programs from the baccalaureate through the
doctorate. Colleges include business, education, engineering and engineering
technology, law, liberal arts and sciences,
professional studies, visual and performing arts. On-campus enrollment is
approximately 22,500 students, which includes
18,000 undergraduates and 4,500 graduates. The university also offers more
than 200 extension courses each semester
to students in communities throughout northern Illinois and southern
Wisconsin.
The main campus is located in DeKalb, 65 miles west of Chicago's 'Loop' and
40 miles southeast of Rockford; a field
campus for outdoor education is located 35 miles northwest of DeKalb in
Oregon, IL. DeKalb, with a population of about
35,000, is a modern paradox, a rural/urban community. It is simultaneously
recognized for its manufacturing operations
and rich farmlands. The site of the first manufacture of barbed wire and the
development of hybrid seed corn are evidence
of its diversified history. The blend of industry and agriculture of DeKalb,
coupled with the cultural and recreational facilities
of the university and supplemented by easy access to Chicago and Rockford,
provide an enjoyable environment in which
to live.
APPLICATION INFORMATION
Submit curriculum vita, one or more samples of written work, evidence of
teaching effectiveness, three letters of reference,
and transcripts to Chair, Health Education Search Committee, Department of
Physical Education, AN 223, Northern Illinois
University, DeKalb, IL 60115 by MARCH 2, 1992
=====================================================================
====
#283
Date: Fri, 9 Feb 1996 17:01:13 -0500
From: Darwin Dennison
Organization: University at Buffalo
Subject: Unsubscribe Darwin Dennison from HEDIR
Please unsubscribe me from HEDIR. I have another account just for list
serves. Thank you. Darwin Dennison
=====================================================================
====
#284
Date: Sun, 11 Feb 1996 15:06:22 -0500
From: FloraK@AOL.COM
Subject: Employment of Health Educators
Dear All:
On behalf of furthering SOPHE's information on employment of health
educators, I am searching for literature and resource materials pertaining to
specific job descriptions and careers for those in our field. This may
include brochures, recruitment literature, employment notices, employees'
description of their work. Generally, this information is generated by
health depts, colleges, universities, employers, and others.
Also, I will find this information valuable for my dissertation on the recent
history of SOPHE's role in professional issues.
If you have materials or know where I can access it, please either email, or
send information directly to me. You may want to post your message if you
think others are interested.
Thank you,
Flora Bloom
1485 East 21 Street
Brooklyn, NY 11210-5033
E-Mail - FloraK@aol.com
Phone/Fax - 1-(718) 951-1778
=====================================================================
====
#285
Date: Mon, 12 Feb 1996 10:55:00 EST
From: EVAN0015@WONDER.EM.CDC.GOV
Subject: Pew Commission Report
FROM: Evans, Patricia P.
TO: SMTP:hedir@siucvmb.siu.edu
SUBJECT: Pew Commission Report
Date: 02-12-96 10:43 EST
PRIORITY:
Dear Health Education Colleagues:
Those of us who attended last week's National Congress for Institutions
Preparing Graduate Health Educators in Dallas/Fort Worth had a rare and
wonderful opportunity to reminisce about milestones in the health education
profession, to share the work we are doing in graduate preparation and to
commit ourselves to the important tasks ahead. I hope to see some dialog on
this HEDIR LISTSERV around many of the provocative ideas that emerged during
the Congress.
Noreen Clark's presentation was particularly challenging for all of us who are
concerned about preparing health educators for future practice, a future that
is unknown but becoming clearer all the time. She suggested that every
participant get a copy of the recently released report of the Pew Health
Professions Commission on revitalizing the health professions,
suggesting that it is important reading for those who want to anticipate the
areas of competency needed by health educators of the future.
The report does not focus on public health or health education specifically,
but both come out as critical to the success of the healthcare system of the
future, now in dramatic transformation. I want to share with you how to
obtain this report:
"Critical Challenges: Revitalizing the Health Professions for the 21st
Century, The Third Report of the Pew Health Professions Commission," November
1995, Pew Health Professions Commission, Center for the Health Professions,
University of California at San Francisco, 1388 Sutter Street, Suite 805, San
Francisco, California 94109, (415) 476-8181 or FAX (415) 476-4113.
Pat Evans, Council on Education for Public Health
e-mail: evan0015@wonder.em.cdc.gov
=====================================================================
====
#286
Date: Sat, 10 Feb 1996 06:58:03 -0500
From: Margaret Schaffner
SUSCRIBE
--
Margaret Schaffner
=====================================================================
====
#287
Date: Sat, 10 Feb 1996 10:11:09 -0500
From: FloraK@AOL.COM
Subject: Fwd: Request for data on employment of health educators
---------------------
Forwarded message:
Subj: Request for data on employment of health educators
Date: 96-02-10 09:31:02 EST
From: FloraK
To: GA3748@siucvmb.siu.edu
On behalf of furthering SOPHE's data on employment of health educators I am
looking for literature and resource material pertaining to specific job
descriptions and careers/ career ladders. This would include brochures,
recruitment literature, employment opportunities/data that come from federal,
state, local health departments, colleges and universities, employers from
the public & private sector, organizations (also Chapters, Divisions, Job
Bank Chairs), and others who may have such information.
Also, this information will be valuable for my dissertation which I am
working on at Teachers College, Columbia University, New York. The study
comprises a 20-year retrospective of SOPHE's role in the struggle for
professionalsim in health education.
If you have materials or know where I can get it, please either email the
information, or send it directly to me. If you think others would be
interested, please post it.
Any suggestions, insights, or questions are welcome.
Thank you,
Flora Bloom, MA,CHES
1485 East 21 Street
Brooklyn, N.Y. 11210
EMAIL FloraK@AOL.COM
Phone/Fax (718) 951-1778
=====================================================================
====
#288
Date: Sun, 11 Feb 1996 09:29:07 -0500
From: FloraK@AOL.COM
Subject: Re: Request for employment inf of health educators
Dear All:
On behalf of furthering SOPHE's data on employment of health educators I am
searching for literature and resource materials pertaining to specific job
descriptions and career/career ladders for those in our field. This would
include brochures, recruitiment literature, employment data, etc. that comes
from health departments, colleges and universities, employers, and others.
Also, this information will be valuable for my dissertation which deals with
SOPHE's role in professional issues.
If you have materials or know where I can access it, please either email, or
send it directly to me. If you think others would be interested, please pot
it.
Any suggestions, insights, or questions are welcome.
Thank you,
Flora Bloom, MA, CHES
1485 East 21 Street
Brooklyn, N.Y. 11210-5033
EMAIL FloraK@aol.com
Phone/Fax 1-(718) 951-1778
=====================================================================
====
#289
Date: Sun, 11 Feb 1996 14:36:55 -0500
From: FloraK@AOL.COM
Subject: Request for employment inf. of health educators
Dear All:
On behalf of furthering SOPHE's information on employment of health
educators, I am searching for literature and resource materials pertaining to
specific job descriptions and career/career ladders for those in our field.
This would include brochures, recruitment literature, employment data, etc.,
that comes from health depts., colleges and universities, employers, and
others.
Also, this information will be valuable for my dissertation which deals with
SOPHE's role in profesional issues.
If you have materials or know where I can access it, please either email, or
send information directly to me. You may also want to post your message if
you think others may be interested.
Thank you,
Flora Bloom, MA,CHES
1485 East 21 Street
Brooklyn, N.Y. 11210-5033
EMAIL: Flora K@aol.com
PHONE/FAX: 1-(718) 951-1778
=====================================================================
====
#290
Date: Mon, 12 Feb 1996 11:12:27 EST
From: Chuck Kegley
Subject: Re: Pew Commission Report
In- Message of Mon,
12 Feb 1996 10:55:00 EST from
I'd like to second Pat Evans suggestion that people look at the Pew Commission'
report. We have found it very helpful to a group here that is looking at
restructuring Kent State University's health related programs - to bring many
if not all of them under a single administrative umbrella. The material in
the report provides excellent fodder for discussion among the many stakeholders
groups in an institution such as ours. Thanks, Pat, for alerting folks to
this excellent resource. By the way, the full title is "Critical Challenges:
Revitalizing the Health Professions for the Twenty-First Century." It is the
third report of the Pew Health Professions Commission - located at the
University of California, San Francisco, Center for the Health Professions.
By the way, we'd be happy to hear from any other institutions which are
considering restructuring - especially what things look like they may work and
what things seem not to be workable.
Chuck Kegley at Kent State University
ckegley@kentvm.kent.edu
=====================================================================
====
#291
Date: Mon, 12 Feb 1996 12:01:32 EST
From: "Patricia Baasel (Ohio University)"
Subject: ALTERNATIVE HEALTH
Ohio University Electronic Communication
Date: 12-Feb-1996 11:51am EST
To: Remote Addressee ( _MX%"HEDIR@SIUCVMB.BITNET" )
From: Pat Baasel Dept: Health Sciences
BAASEL Tel No: 614-594-2722
Subject: ALTERNATIVE HEALTH
I would like to hear from persons with interest in the area of alternative
health. I'm particularly interested in finding if anyone is thinking of writing
a text in this area or is interested in the possibility of exploring
co-authorship of an alternative health text. Please respond to
_MX%"BAASEL@OUVAXA.CATS.OHIOU.EDU."
Received: 12-Feb-1996 12:01pm
=====================================================================
====
#292
Date: Fri, 9 Feb 1996 16:02:33 -0500
From: Shirley Haberman
Subject: Re: Opposition to condom distribution programs
In- <9602062021.aa14319@humfrey.humfrey.medarts.upmc.edu>
In <9602062021.aa14319@humfrey.humfrey.medarts.upmc.edu>, Mark Fulop wrote:
>Shirley:
>
>I could have also posted almost verbatum conclusions on studies of condom
>distribution in community clinic settings and also the same conclusions
>from studies outside of the US.. My sense is that there are enough
>different settings with enough similarity of findings to suggest that the
>effectiveness of condom distribution is a generalizable to the college
>aged population. After all, college students come from somewhere (that is
>high school) and end up somewhere (that is in the community), therefore, I
>would assume that since the same thing happens at either end, it probably
>happens in those middle years called "college" too.
>
>My 2 cents anyway.
>
>
>____________________________________________
>Mark Fulop
>fulop@mail.sdsu.edu
>San Diego, CA
>
Mark,
Sorry to take so long in responding but I got busy with Eating
Disorders Awareness Week programs. Anyway, I think most of the
studies that discuss condom distribution are situations in
which condoms are made readily available to youth. Easy availability
isn't really a concern to me and it pretty much exists on alot of
college campuses already. I guess I was thinking about some of the
more aggressive distribution efforts. We had one group of students on
campu